CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Geo-Gebra Software</title> <meta name="description" content="Search results for: Geo-Gebra Software"> <meta name="keywords" content="Geo-Gebra Software"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Geo-Gebra Software" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Geo-Gebra Software"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4802</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Geo-Gebra Software</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4802</span> Effectiveness of Geogebra Training Activities through Teams for Junior High School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Idha%20Novianti">Idha Novianti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suci%20Nurhayati"> Suci Nurhayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Puryati"> Puryati</a>, <a href="https://publications.waset.org/abstracts/search?q=Elang%20Krisnadi"> Elang Krisnadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Community service activities are activities of the academic community in practicing and cultivating science, knowledge, and technology to advance the general welfare and educate the nation's life as described in the Higher Education Law. Training activities on the use of GeoGebra software are an option because GeoGebra software is software that is easy to operate and complete in the presentation of graphic design. The training activity was held for 3 hours online via teams and 3 hours offline. Involving 15 junior high school mathematics teachers located around south Tangerang. As a result, all teachers were satisfied with the activity, and they had additional new knowledge and skills to teach mathematics in the topic of geometry and algebra. The existence of new knowledge made the participants increase their confidence in developing mathematical science for students at school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geogebra" title="geogebra">geogebra</a>, <a href="https://publications.waset.org/abstracts/search?q=Ms.%20teams" title=" Ms. teams"> Ms. teams</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20high%20school%20teacher" title=" junior high school teacher"> junior high school teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/158597/effectiveness-of-geogebra-training-activities-through-teams-for-junior-high-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4801</span> Application of GeoGebra into Teaching and Learning of Linear and Quadratic Equations amongst Senior Secondary School Students in Fagge Local Government Area of Kano State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Musa%20Auwal%20Mamman">Musa Auwal Mamman</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20G.%20Isa"> S. G. Isa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out in order to investigate the effectiveness of GeoGebra software in teaching and learning of linear and quadratic equations amongst senior secondary school students in Fagge Local Government Area, Kano State–Nigeria. Five research items were raised in objectives, research questions and hypotheses respectively. A random sampling method was used in selecting 398 students from a population of 2098 of SS2 students. The experimental group was taught using the GeoGebra software while the control group was taught using the conventional teaching method. The instrument used for the study was the mathematics performance test (MPT) which was administered at the beginning and at the end of the study. The results of the study revealed that students taught with GeoGebra software (experimental group) performed better than students taught with traditional teaching method. The t- test was used to analyze the data obtained from the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GeoGebra%20Software" title="GeoGebra Software">GeoGebra Software</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20performance" title=" mathematics performance"> mathematics performance</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20sampling" title=" random sampling"> random sampling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching" title=" mathematics teaching"> mathematics teaching</a> </p> <a href="https://publications.waset.org/abstracts/85201/application-of-geogebra-into-teaching-and-learning-of-linear-and-quadratic-equations-amongst-senior-secondary-school-students-in-fagge-local-government-area-of-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4800</span> Effectiveness of GeoGebra in Developing Conceptual Understanding of Transformation Geometry Case of Grade 11 Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gebreegziabher%20Hailu%20Gebrecherkos">Gebreegziabher Hailu Gebrecherkos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of GeoGebra in developing the conceptual understanding of transformation geometry among Grade 11 students. Utilizing a quasi-experimental design, the research compares the learning outcomes of students who engaged with GeoGebra against those who received traditional instruction. Pre- and post-tests were administered to assess students' grasp of key transformation concepts, including translations, rotations, reflections, and dilations. Additionally, qualitative data were gathered through student interviews and classroom observations to explore their experiences and perceptions of using GeoGebra. Results indicate that students utilizing GeoGebra showed significantly greater improvement in their understanding of transformation geometry concepts. The interactive features of GeoGebra facilitated visualization and exploration, leading to enhanced engagement and deeper conceptual insights. The findings underscore the potential of GeoGebra as a powerful educational tool that not only fosters mathematical understanding but also accommodates diverse learning styles in the classroom. This study contributes valuable insights for educators seeking to improve the teaching and learning of transformation geometry in secondary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calculus" title="calculus">calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title=" GeoGebra"> GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20geometry" title=" transformation geometry"> transformation geometry</a> </p> <a href="https://publications.waset.org/abstracts/192217/effectiveness-of-geogebra-in-developing-conceptual-understanding-of-transformation-geometry-case-of-grade-11-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4799</span> Didactical and Semiotic Affordance of GeoGebra in a Productive Mathematical Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isaac%20Benning">Isaac Benning</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using technology to expand the learning space is critical for a productive mathematical discourse. This is a case study of two teachers who developed and enacted GeoGebra-based mathematics lessons following their engagement in a two-year professional development. The didactical and semiotic affordance of GeoGebra in widening the learning space for a productive mathematical discourse was explored. The approach of thematic analysis was used for lesson artefact, lesson observation, and interview data. The results indicated that constructing tools in GeoGebra provided a didactical milieu where students used them to explore mathematical concepts with little or no support from their teacher. The prompt feedback from the GeoGebra motivated students to practice mathematical concepts repeatedly in which they privately rethink their solutions before comparing their answers with that of their colleagues. The constructing tools enhanced self-discovery, team spirit, and dialogue among students. With regards to the semiotic construct, the tools widened the physical and psychological atmosphere of the classroom by providing animations that served as virtual concrete to enhance the recording, manipulation, testing of a mathematical idea, construction, and interpretation of geometric objects. These findings advance the discussion of widening the classroom for a productive mathematical discourse within the context of the mathematics curriculum of Ghana and similar Sub-Saharan African countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title="GeoGebra">GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20didactical%20situation" title=" theory of didactical situation"> theory of didactical situation</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotic%20mediation" title=" semiotic mediation"> semiotic mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20laboratory" title=" mathematics laboratory"> mathematics laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20discussion" title=" mathematical discussion"> mathematical discussion</a> </p> <a href="https://publications.waset.org/abstracts/152950/didactical-and-semiotic-affordance-of-geogebra-in-a-productive-mathematical-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4798</span> Nonhomogeneous Linear Second Order Differential Equations and Resonance through Geogebra Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Maass">F. Maass</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Martin"> P. Martin</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Olivares"> J. Olivares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work is the application of the program GeoGebra in teaching the study of nonhomogeneous linear second order differential equations with constant coefficients. Different kind of functions or forces will be considered in the right hand side of the differential equations, in particular, the emphasis will be placed in the case of trigonometrical functions producing the resonance phenomena. In order to obtain this, the frequencies of the trigonometrical functions will be changed. Once the resonances appear, these have to be correlationated with the roots of the second order algebraic equation determined by the coefficients of the differential equation. In this way, the physics and engineering students will understand resonance effects and its consequences in the simplest way. A large variety of examples will be shown, using different kind of functions for the nonhomogeneous part of the differential equations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=geogebra" title=" geogebra"> geogebra</a>, <a href="https://publications.waset.org/abstracts/search?q=ordinary%20differential%20equations" title=" ordinary differential equations"> ordinary differential equations</a>, <a href="https://publications.waset.org/abstracts/search?q=resonance" title=" resonance"> resonance</a> </p> <a href="https://publications.waset.org/abstracts/90040/nonhomogeneous-linear-second-order-differential-equations-and-resonance-through-geogebra-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4797</span> Integrating HOTS Activities with Geogebra in Pre-Service Teachers' Preparation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeeh%20Daher">Wajeeh Daher</a>, <a href="https://publications.waset.org/abstracts/search?q=Nimer%20Baya%27a"> Nimer Baya'a</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High Order Thinking Skills (HOTS) are suggested today as essential for the cognitive development of students and as preparing them for real life skills. Teachers are encouraged to use HOTS activities in the classroom to help their students develop higher order skills and deep thinking. So it is essential to prepare pre-service teachers to write and use HOTS activities for their students. This paper describes a model for integrating HOTS activities with GeoGebra in pre-service teachers’ preparation. This model describes four aspects of HOTS activities and working with them: Activity components, preparation procedure, strategies and processes used in writing a HOTS activity and types of the HOTS activities. In addition, the paper describes the pre-service teachers' difficulties in preparing and working with HOTS activities, as well as their perceptions regarding the use of these activities and GeoGebra in the mathematics classroom. The paper also describes the contribution of a HOTS activity to pupils' learning of mathematics, where this HOTS activity was prepared and taught by one pre-service teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20order%20thinking%20skills" title="high order thinking skills">high order thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=HOTS%20activities" title=" HOTS activities"> HOTS activities</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/30449/integrating-hots-activities-with-geogebra-in-pre-service-teachers-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4796</span> Series "H154M" as a Unit Area of the Region between the Lines and Curves</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hisyam%20Hidayatullah">Hisyam Hidayatullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This world events consciously or not realize everything has a pattern, until the events of the universe according to the Big Bang theory of the solar system which makes so regular in the rotation. The author would like to create a results curve area between the quadratic function y=kx2 and line y=ka2 using GeoGebra application version 4.2. This paper can provide a series that is no less interesting with Fourier series, so that will add new material about the series can be calculated with sigma notation. In addition, the ranks of the unique natural numbers of extensive changes in established areas. Finally, this paper provides analytical and geometric proof of the vast area in between the lines and curves that give the area is formed by y=ka2 dan kurva y=kx2, x-axis, line x=√a and x=-√a make a series of numbers for k=1 and a ∈ original numbers. ∑_(i=0)^n=(4n√n)/3=0+4/3+(8√2)/3+4√3+⋯+(4n√n)/3. The author calls the series “H154M”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sequence" title="sequence">sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=series" title=" series"> series</a>, <a href="https://publications.waset.org/abstracts/search?q=sigma%20notation" title=" sigma notation"> sigma notation</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20GeoGebra" title=" application GeoGebra"> application GeoGebra</a> </p> <a href="https://publications.waset.org/abstracts/10358/series-h154m-as-a-unit-area-of-the-region-between-the-lines-and-curves" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10358.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4795</span> Overcoming Usability Challenges of Educational Math Apps: Designing and Testing a Mobile Graphing Calculator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Tomaschko">M. Tomaschko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of technology in educational settings has gained a lot of interest. Especially the use of mobile devices and accompanying mobile applications can offer great potentials to complement traditional education with new technologies and enrich students’ learning in various ways. Nevertheless, the usability of the deployed mathematics application is an indicative factor to exploit the full potential of technology enhanced learning because directing cognitive load toward using an application will likely inhibit effective learning. For this reason, the purpose of this research study is the identification of possible usability issues of the mobile GeoGebra Graphing Calculator application. Therefore, eye tracking in combination with task scenarios, think aloud method, and a SUS questionnaire were used. Based on the revealed usability issues, the mobile application was iteratively redesigned and assessed in order to verify the success of the usability improvements. In this paper, the identified usability issues are presented, and recommendations on how to overcome these concerns are provided. The main findings relate to the conception of a mathematics keyboard and the interaction design in relation to an equation editor, as well as the representation of geometrical construction tools. In total, 12 recommendations were formed to improve the usability of a mobile graphing calculator application. The benefit to be gained from this research study is not only the improvement of the usability of the existing GeoGebra Graphing Calculator application but also to provide helpful hints that could be considered from designers and developers of mobile math applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title="GeoGebra">GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=graphing%20calculator" title=" graphing calculator"> graphing calculator</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20education" title=" math education"> math education</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/114587/overcoming-usability-challenges-of-educational-math-apps-designing-and-testing-a-mobile-graphing-calculator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4794</span> Variation Theory and Mixed Instructional Approaches: Advancing Conceptual Understanding in Geometry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belete%20Abebaw">Belete Abebaw</a>, <a href="https://publications.waset.org/abstracts/search?q=Mulugeta%20Atinafu"> Mulugeta Atinafu</a>, <a href="https://publications.waset.org/abstracts/search?q=Awoke%20Shishigu"> Awoke Shishigu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to examine students’ problem-solving skills through mixed instruction (variation theory based Geogerba assisted problem-solving instructional approaches). A total of 125 students divided into 4 intact groups participated in the study. The study employed a quasi-experimental research design. Three intact groups were randomly assigned as a treatment group, while one group was taken as a comparison group. Each of the groups took a specific instructional approach, while the comparison group proceeded as usual without any changes to the instructional process for all sessions. Both pre and post problem-solving tests were administered to all groups. To analyze the data and examine the differences (if any) in each group, ANCOVA and Paired samples t-tests were employed. There was a significant mean difference between students pre-test and post-test in their conceptual understanding of each treatment group. Furthermore, the mixed treatment had a large mean difference. It was recommended that teachers give attention to using variation theory-based geometry problem-solving approaches for students’ better understanding. Administrators should emphasize launching Geogebra software through IT labs in schools, and government officials should appreciate the implementation of technology in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title="conceptual understanding">conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=Geogebra" title=" Geogebra"> Geogebra</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20geometry" title=" learning geometry"> learning geometry</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving%20approaches" title=" problem solving approaches"> problem solving approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=variation%20theory" title=" variation theory"> variation theory</a> </p> <a href="https://publications.waset.org/abstracts/192448/variation-theory-and-mixed-instructional-approaches-advancing-conceptual-understanding-in-geometry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4793</span> Uneven Habitat Characterisation by Using Geo-Gebra Software in the Lacewings (Insecta: Neuroptera), Knowing When to Calculate the Habitat: Creating More Informative Ecological Experiments </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Bozdo%C4%9Fan">Hakan Bozdoğan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A wide variety of traditional methodologies has been enhanced for characterising smooth habitats in order to find out different environmental objectives. The habitats were characterised based on size and shape by using Geo-Gebra Software. In this study, an innovative approach to researching habitat characterisation in the lacewing species, GeoGebra software is utilised. This approach is demonstrated using the example of ‘surface area’ as an analytical concept, wherein the goal was to increase clearness for researchers, and to improve the quality of researching in survey area. In conclusion, habitat characterisation using the mathematical programme provides a unique potential to collect more comprehensible and analytical information about in shapeless areas beyond the range of direct observations methods. This research contributes a new perspective for assessing the structure of habitat, providing a novel mathematical tool for the research and management of such habitats and environments. Further surveys should be undertaken at additional sites within the Amanos Mountains for a comprehensive assessment of lacewings habitat characterisation in an analytical plane. This paper is supported by Ahi Evran University Scientific Research Projects Coordination Unit, Projects No:TBY.E2.17.001 and TBY.A4.16.001. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=uneven%20habitat%20shape" title="uneven habitat shape">uneven habitat shape</a>, <a href="https://publications.waset.org/abstracts/search?q=habitat%20assessment" title=" habitat assessment"> habitat assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=lacewings" title=" lacewings"> lacewings</a>, <a href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software" title=" Geo-Gebra Software"> Geo-Gebra Software</a> </p> <a href="https://publications.waset.org/abstracts/67159/uneven-habitat-characterisation-by-using-geo-gebra-software-in-the-lacewings-insecta-neuroptera-knowing-when-to-calculate-the-habitat-creating-more-informative-ecological-experiments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67159.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4792</span> Mathematical Toolbox for editing Equations and Geometrical Diagrams and Graphs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayola%20D.%20N.%20Jayamaha">Ayola D. N. Jayamaha</a>, <a href="https://publications.waset.org/abstracts/search?q=Gihan%20V.%20Dias"> Gihan V. Dias</a>, <a href="https://publications.waset.org/abstracts/search?q=Surangika%20Ranathunga"> Surangika Ranathunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently there are lot of educational tools designed for mathematics. Open source software such as GeoGebra and Octave are bulky in their architectural structure. In addition, there is MathLab software, which facilitates much more than what we ask for. Many of the computer aided online grading and assessment tools require integrating editors to their software. However, there are not exist suitable editors that cater for all their needs in editing equations and geometrical diagrams and graphs. Some of the existing software for editing equations is Alfred’s Equation Editor, Codecogs, DragMath, Maple, MathDox, MathJax, MathMagic, MathFlow, Math-o-mir, Microsoft Equation Editor, MiraiMath, OpenOffice, WIRIS Editor and MyScript. Some of them are commercial, open source, supports handwriting recognition, mobile apps, renders MathML/LaTeX, Flash / Web based and javascript display engines. Some of the diagram editors are GeoKone.NET, Tabulae, Cinderella 1.4, MyScript, Dia, Draw2D touch, Gliffy, GeoGebra, Flowchart, Jgraph, JointJS, J painter Online diagram editor and 2D sketcher. All these software are open source except for MyScript and can be used for editing mathematical diagrams. However, they do not fully cater the needs of a typical computer aided assessment tool or Educational Platform for Mathematics. This solution provides a Web based, lightweight, easy to implement and integrate solution of an html5 canvas that renders on all of the modern web browsers. The scope of the project is an editor that covers equations and mathematical diagrams and drawings on the O/L Mathematical Exam Papers in Sri Lanka. Using the tool the students can enter any equation to the system which can be on an online remote learning platform. The users can also create and edit geometrical drawings, graphs and do geometrical constructions that require only Compass and Ruler from the Editing Interface provided by the Software. The special feature of this software is the geometrical constructions. It allows the users to create geometrical constructions such as angle bisectors, perpendicular lines, angles of 600 and perpendicular bisectors. The tool correctly imitates the functioning of rulers and compasses to create the required geometrical construction. Therefore, the users are able to do geometrical drawings on the computer successfully and we have a digital format of the geometrical drawing for further processing. Secondly, we can create and edit Venn Diagrams, color them and label them. In addition, the students can draw probability tree diagrams and compound probability outcome grids. They can label and mark regions within the grids. Thirdly, students can draw graphs (1st order and 2nd order). They can mark points on a graph paper and the system connects the dots to draw the graph. Further students are able to draw standard shapes such as circles and rectangles by selecting points on a grid or entering the parametric values. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geometrical%20drawings" title="geometrical drawings">geometrical drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=html5%20canvas" title=" html5 canvas"> html5 canvas</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20equations" title=" mathematical equations"> mathematical equations</a>, <a href="https://publications.waset.org/abstracts/search?q=toolbox" title=" toolbox"> toolbox</a> </p> <a href="https://publications.waset.org/abstracts/39780/mathematical-toolbox-for-editing-equations-and-geometrical-diagrams-and-graphs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4791</span> Software Cloning and Agile Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ravi%20Kumar">Ravi Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhrubajit%20Barman"> Dhrubajit Barman</a>, <a href="https://publications.waset.org/abstracts/search?q=Nomi%20Baruah"> Nomi Baruah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software Cloning has grown an active area in software engineering research community yielding numerous techniques, various tools and other methods for clone detection and removal. The copying, modifying a block of code is identified as cloning as it is the most basic means of software reuse. Agile Software Development is an approach which is currently being used in various software projects, so that it helps to respond the unpredictability of building software through incremental, iterative, work cadences. Software Cloning has been introduced to Agile Environment and many Agile Software Development approaches are using the concept of Software Cloning. This paper discusses the various Agile Software Development approaches. It also discusses the degree to which the Software Cloning concept is being introduced in the Agile Software Development approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agile%20environment" title="agile environment">agile environment</a>, <a href="https://publications.waset.org/abstracts/search?q=refactoring" title=" refactoring"> refactoring</a>, <a href="https://publications.waset.org/abstracts/search?q=reuse" title=" reuse"> reuse</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20cloning" title=" software cloning"> software cloning</a> </p> <a href="https://publications.waset.org/abstracts/16005/software-cloning-and-agile-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">530</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4790</span> Improving Student Learning in a Math Bridge Course through Computer Algebra Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alejandro%20Adorjan">Alejandro Adorjan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universities are motivated to understand the factor contributing to low retention of engineering undergraduates. While precollege students for engineering increases, the number of engineering graduates continues to decrease and attrition rates for engineering undergraduates remains high. Calculus 1 (C1) is the entry point of most undergraduate Engineering Science and often a prerequisite for Computing Curricula courses. Mathematics continues to be a major hurdle for engineering students and many students who drop out from engineering cite specifically Calculus as one of the most influential factors in that decision. In this context, creating course activities that increase retention and motivate students to obtain better final results is a challenge. In order to develop several competencies in our students of Software Engineering courses, Calculus 1 at Universidad ORT Uruguay focuses on developing several competencies such as capacity of synthesis, abstraction, and problem solving (based on the ACM/AIS/IEEE). Every semester we try to reflect on our practice and try to answer the following research question: What kind of teaching approach in Calculus 1 can we design to retain students and obtain better results? Since 2010, Universidad ORT Uruguay offers a six-week summer noncompulsory bridge course of preparatory math (to bridge the math gap between high school and university). Last semester was the first time the Department of Mathematics offered the course while students were enrolled in C1. Traditional lectures in this bridge course lead to just transcribe notes from blackboard. Last semester we proposed a Hands On Lab course using Geogebra (interactive geometry and Computer Algebra System (CAS) software) as a Math Driven Development Tool. Students worked in a computer laboratory class and developed most of the tasks and topics in Geogebra. As a result of this approach, several pros and cons were found. It was an excessive amount of weekly hours of mathematics for students and, as the course was non-compulsory; the attendance decreased with time. Nevertheless, this activity succeeds in improving final test results and most students expressed the pleasure of working with this methodology. This teaching technology oriented approach strengthens student math competencies needed for Calculus 1 and improves student performance, engagement, and self-confidence. It is important as a teacher to reflect on our practice, including innovative proposals with the objective of engaging students, increasing retention and obtaining better results. The high degree of motivation and engagement of participants with this methodology exceeded our initial expectations, so we plan to experiment with more groups during the summer so as to validate preliminary results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calculus" title="calculus">calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=PreCalculus" title=" PreCalculus"> PreCalculus</a>, <a href="https://publications.waset.org/abstracts/search?q=Summer%20Program" title=" Summer Program"> Summer Program</a> </p> <a href="https://publications.waset.org/abstracts/51741/improving-student-learning-in-a-math-bridge-course-through-computer-algebra-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4789</span> Software Engineering Revolution Driven by Complexity Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay%20Xiong">Jay Xiong</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Lin"> Li Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a new software engineering paradigm based on complexity science, called NSE (Nonlinear Software Engineering paradigm). The purpose of establishing NSE is to help software development organizations double their productivity, half their cost, and increase the quality of their products in several orders of magnitude simultaneously. NSE complies with the essential principles of complexity science. NSE brings revolutionary changes to almost all aspects in software engineering. NSE has been fully implemented with its support platform Panorama++. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complexity%20science" title="complexity science">complexity science</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development" title=" software development"> software development</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20maintenance" title=" software maintenance"> software maintenance</a> </p> <a href="https://publications.waset.org/abstracts/41084/software-engineering-revolution-driven-by-complexity-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4788</span> Software Architectural Design Ontology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Irfan%20Marwat">Muhammad Irfan Marwat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadaqat%20Jan"> Sadaqat Jan</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Zafar%20Ali%20Shah"> Syed Zafar Ali Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software architecture plays a key role in software development but absence of formal description of software architecture causes different impede in software development. To cope with these difficulties, ontology has been used as artifact. This paper proposes ontology for software architectural design based on IEEE model for architecture description and Kruchten 4+1 model for viewpoints classification. For categorization of style and views, ISO/IEC 42010 has been used. Corpus method has been used to evaluate ontology. The main aim of the proposed ontology is to classify and locate software architectural design information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantic-based%20software%20architecture" title="semantic-based software architecture">semantic-based software architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20architecture" title=" software architecture"> software architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/2056/software-architectural-design-ontology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">549</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4787</span> Influence of Security Attributes in Component-Based Software Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somayeh%20Zeinali">Somayeh Zeinali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A component is generally defined as a piece of executable software with a published interface. Component-based software engineering (CBSE) has become recognized as a new sub-discipline of software engineering. In the component-based software development, components cannot be completely secure and thus easily become vulnerable. Some researchers have investigated this issue and proposed approaches to detect component intrusions or protect distributed components. Software security also refers to the process of creating software that is considered secure.The terms “dependability”, “trustworthiness”, and “survivability” are used interchangeably to describe the properties of software security. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=component-based%20software%20development" title="component-based software development">component-based software development</a>, <a href="https://publications.waset.org/abstracts/search?q=component-based%20software%20engineering" title=" component-based software engineering "> component-based software engineering </a>, <a href="https://publications.waset.org/abstracts/search?q=software%20security%20attributes" title="software security attributes">software security attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=dependability" title=" dependability"> dependability</a>, <a href="https://publications.waset.org/abstracts/search?q=component" title=" component"> component</a> </p> <a href="https://publications.waset.org/abstracts/26037/influence-of-security-attributes-in-component-based-software-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">559</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4786</span> A 'Four Method Framework' for Fighting Software Architecture Erosion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sundus%20Ayyaz">Sundus Ayyaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Saad%20Rehman"> Saad Rehman</a>, <a href="https://publications.waset.org/abstracts/search?q=Usman%20Qamar"> Usman Qamar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software Architecture is the basic structure of software that states the development and advancement of a software system. Software architecture is also considered as a significant tool for the construction of high quality software systems. A clean design leads to the control, value and beauty of software resulting in its longer life while a bad design is the cause of architectural erosion where a software evolution completely fails. This paper discusses the occurrence of software architecture erosion and presents a set of methods for the detection, declaration and prevention of architecture erosion. The causes and symptoms of architecture erosion are observed with the examples of prescriptive and descriptive architectures and the practices used to stop this erosion are also discussed by considering different types of software erosion and their affects. Consequently finding and devising the most suitable approach for fighting software architecture erosion and in some way reducing its affect is evaluated and tested on different scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20architecture" title="software architecture">software architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture%20erosion" title=" architecture erosion"> architecture erosion</a>, <a href="https://publications.waset.org/abstracts/search?q=prescriptive%20architecture" title=" prescriptive architecture"> prescriptive architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20architecture" title=" descriptive architecture"> descriptive architecture</a> </p> <a href="https://publications.waset.org/abstracts/19650/a-four-method-framework-for-fighting-software-architecture-erosion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4785</span> Reasons for Non-Applicability of Software Entropy Metrics for Bug Prediction in Android </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arvinder%20Kaur">Arvinder Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepti%20Chopra"> Deepti Chopra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software Entropy Metrics for bug prediction have been validated on various software systems by different researchers. In our previous research, we have validated that Software Entropy Metrics calculated for Mozilla subsystem’s predict the future bugs reasonably well. In this study, the Software Entropy metrics are calculated for a subsystem of Android and it is noticed that these metrics are not suitable for bug prediction. The results are compared with a subsystem of Mozilla and a comparison is made between the two software systems to determine the reasons why Software Entropy metrics are not applicable for Android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=bug%20prediction" title=" bug prediction"> bug prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=mining%20software%20repositories" title=" mining software repositories"> mining software repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20entropy" title=" software entropy"> software entropy</a> </p> <a href="https://publications.waset.org/abstracts/49619/reasons-for-non-applicability-of-software-entropy-metrics-for-bug-prediction-in-android" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">578</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4784</span> Revolutionary Solutions for Modeling and Visualization of Complex Software Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay%20Xiong">Jay Xiong</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Lin"> Li Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing software modeling and visualization approaches using UML are outdated, which are outcomes of reductionism and the superposition principle that the whole of a system is the sum of its parts, so that with them all tasks of software modeling and visualization are performed linearly, partially, and locally. This paper introduces revolutionary solutions for modeling and visualization of complex software systems, which make complex software systems much easy to understand, test, and maintain. The solutions are based on complexity science, offering holistic, automatic, dynamic, virtual, and executable approaches about thousand times more efficient than the traditional ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex%20systems" title="complex systems">complex systems</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20maintenance" title=" software maintenance"> software maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20modeling" title=" software modeling"> software modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20visualization" title=" software visualization"> software visualization</a> </p> <a href="https://publications.waset.org/abstracts/41451/revolutionary-solutions-for-modeling-and-visualization-of-complex-software-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4783</span> Towards Development of a Framework for Saudi Education Software Ecosystem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazal-e-Amin">Fazal-e-Amin</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20S.%20Alghamdi"> Abdullah S. Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Iftikhar%20Ahmad"> Iftikhar Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software ecosystems’ concept is an inspiration from the natural ecosystem. Software ecosystems refer to large systems developed on top of a platform composed of different components developed by different entities of that ecosystem. Ecosystems improve information access, dissemination and coordination considerably. The ability to evolve and accommodate new subsystems gives a boost to the software ecosystems. In this paper, Saudi education software ecosystem is discussed and its need and potential benefits are highlighted. This work will provide a basis for further research in this area and foundation in development of Saudi education ecosystem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20ecosystem" title="software ecosystem">software ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20software" title=" education software"> education software</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/5173/towards-development-of-a-framework-for-saudi-education-software-ecosystem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">531</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4782</span> Analyzing the Effectiveness of Different Testing Techniques in Ensuring Software Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20P.%20C.%20Bandara">R. M. P. C. Bandara</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20L.%20Weerasinghe"> M. L. L. Weerasinghe</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20T.%20C.%20R.%20Kumari"> K. T. C. R. Kumari</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20G.%20D.%20R.%20Hansika"> A. G. D. R. Hansika</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20I.%20De%20Silva"> D. I. De Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20M.%20T.%20H.%20Dias"> D. M. T. H. Dias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software testing is an essential process in software development that aims to identify defects and ensure that software is functioning as intended. Various testing techniques are employed to achieve this goal, but the effectiveness of these techniques varies. This research paper analyzes the effectiveness of different testing techniques in ensuring software quality. The paper explores different testing techniques, including manual and automated testing, and evaluates their effectiveness in terms of identifying defects, reducing the number of defects in software, and ensuring that software meets its functional and non-functional requirements. Moreover, the paper will also investigate the impact of factors such as testing time, test coverage, and testing environment on the effectiveness of these techniques. This research aims to provide valuable insights into the effectiveness of different testing techniques, enabling software development teams to make informed decisions about the testing approach that is best suited to their needs. By improving testing techniques, the number of defects in software can be reduced, enhancing the quality of software and ultimately providing better software for users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20testing%20life%20cycle" title="software testing life cycle">software testing life cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20testing%20techniques" title=" software testing techniques"> software testing techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20testing%20strategies" title=" software testing strategies"> software testing strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title=" software quality"> software quality</a> </p> <a href="https://publications.waset.org/abstracts/166772/analyzing-the-effectiveness-of-different-testing-techniques-in-ensuring-software-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4781</span> Software Quality Assurance in Component Based Software Development – a Survey Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Toheed%20Quadri">Abeer Toheed Quadri</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Abubakar"> Maria Abubakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Component Based Software Development (CBSD) is a new trend in software development. Selection of quality components is not enough to ensure software quality in Component Based Software System (CBSS). A software product is considered to be a quality product if it satisfies its customer’s needs and has minimum defects. Authors’ survey different research papers and analyzes various techniques which ensure software quality in component based software development. This paper includes an investigation about how to improve the quality of a component based software system without effecting quality attributes. The reported information is identified from literature survey. The developments of component based systems are rising as they reduce the development time, effort and cost by means of reuse. After analysis, it has been explored that in order to achieve the quality in a CBSS we need to have the components that are certified through software measure because the predictability of software quality attributes of system depend on the quality attributes of the constituent components, integration process and the framework used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBSD%20%28component%20based%20software%20development%29" title="CBSD (component based software development)">CBSD (component based software development)</a>, <a href="https://publications.waset.org/abstracts/search?q=CBSS%20%28component%20based%20software%20system%29" title=" CBSS (component based software system)"> CBSS (component based software system)</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20components" title=" quality components"> quality components</a>, <a href="https://publications.waset.org/abstracts/search?q=SQA%20%28software%20quality%20assurance%29" title=" SQA (software quality assurance)"> SQA (software quality assurance)</a> </p> <a href="https://publications.waset.org/abstracts/26167/software-quality-assurance-in-component-based-software-development-a-survey-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4780</span> Some Pertinent Issues and Considerations on CBSE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anil%20Kumar%20Tripathi">Anil Kumar Tripathi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratneshwer%20Gupta"> Ratneshwer Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All the software engineering researches and best industry practices aim at providing software products with high degree of quality and functionality at low cost and less time. These requirements are addressed by the Component Based Software Engineering (CBSE) as well. CBSE, which deals with the software construction by components’ assembly, is a revolutionary extension of Software Engineering. CBSE must define and describe processes to assure timely completion of high quality software systems that are composed of a variety of pre built software components. Though these features provide distinct and visible benefits in software design and programming, they also raise some challenging problems. The aim of this work is to summarize the pertinent issues and considerations in CBSE to make an understanding in forms of concepts and observations that may lead to development of newer ways of dealing with the problems and challenges in CBSE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20component" title="software component">software component</a>, <a href="https://publications.waset.org/abstracts/search?q=component%20based%20software%20engineering" title=" component based software engineering"> component based software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20process" title=" software process"> software process</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance" title=" maintenance"> maintenance</a> </p> <a href="https://publications.waset.org/abstracts/21943/some-pertinent-issues-and-considerations-on-cbse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21943.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4779</span> Effectiveness of Software Quality Assurance in Offshore Development Enterprises in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malinda%20Gayan%20Sirisena">Malinda Gayan Sirisena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to evaluate the effectiveness of software quality assurance approaches of Sri Lankan offshore software development organizations, and to propose a framework which could be used across all offshore software development organizations. An empirical study was conducted using derived framework from popular software quality evaluation models. The research instrument employed was a questionnaire survey among thirty seven Sri Lankan registered offshore software development organizations. The findings demonstrate a positive view of Effectiveness of Software Quality Assurance – the stronger predictors of Stability, Installability, Correctness, Testability and Changeability. The present study’s recommendations indicate a need for much emphasis on software quality assurance for the Sri Lankan offshore software development organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20quality%20assurance%20%28SQA%29" title="software quality assurance (SQA)">software quality assurance (SQA)</a>, <a href="https://publications.waset.org/abstracts/search?q=offshore%20software%20development" title=" offshore software development"> offshore software development</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance%20evaluation%20models" title=" quality assurance evaluation models"> quality assurance evaluation models</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness%20of%20quality%20assurance" title=" effectiveness of quality assurance"> effectiveness of quality assurance</a> </p> <a href="https://publications.waset.org/abstracts/8370/effectiveness-of-software-quality-assurance-in-offshore-development-enterprises-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4778</span> Improving Security by Using Secure Servers Communicating via Internet with Standalone Secure Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gonzalez">Carlos Gonzalez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the use of the Internet as a feature to enhance the security of our software that is going to be distributed/sold to users potentially all over the world. By placing in a secure server some of the features of the secure software, we increase the security of such software. The communication between the protected software and the secure server is done by a double lock algorithm. This paper also includes an analysis of intruders and describes possible responses to detect threats. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet" title="internet">internet</a>, <a href="https://publications.waset.org/abstracts/search?q=secure%20software" title=" secure software"> secure software</a>, <a href="https://publications.waset.org/abstracts/search?q=threats" title=" threats"> threats</a>, <a href="https://publications.waset.org/abstracts/search?q=cryptography%20process" title=" cryptography process"> cryptography process</a> </p> <a href="https://publications.waset.org/abstracts/59586/improving-security-by-using-secure-servers-communicating-via-internet-with-standalone-secure-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4777</span> A Software Engineering Methodology for Developing Secure Obfuscated Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Gonzalez">Carlos Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernesto%20Linan"> Ernesto Linan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We propose a methodology to conciliate two apparently contradictory processes in the development of secure obfuscated software and good software engineered software. Our methodology consists first in the system designers defining the type of security level required for the software. There are four types of attackers: casual attackers, hackers, institution attack, and government attack. Depending on the level of threat, the methodology we propose uses five or six teams to accomplish this task. One Software Engineer Team and one or two software Obfuscation Teams, and Compiler Team, these four teams will develop and compile the secure obfuscated software, a Code Breakers Team will test the results of the previous teams to see if the software is not broken at the required security level, and an Intrusion Analysis Team will analyze the results of the Code Breakers Team and propose solutions to the development teams to prevent the detected intrusions. We also present an analytical model to prove that our methodology is no only easier to use, but generates an economical way of producing secure obfuscated software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20methodology" title="development methodology">development methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=obfuscated%20software" title=" obfuscated software"> obfuscated software</a>, <a href="https://publications.waset.org/abstracts/search?q=secure%20software%20development" title=" secure software development"> secure software development</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/78465/a-software-engineering-methodology-for-developing-secure-obfuscated-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4776</span> Heterogeneous Artifacts Construction for Software Evolution Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mounir%20Zekkaoui">Mounir Zekkaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelhadi%20Fennan"> Abdelhadi Fennan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The software evolution control requires a deep understanding of the changes and their impact on different system heterogeneous artifacts. And an understanding of descriptive knowledge of the developed software artifacts is a prerequisite condition for the success of the evolutionary process. The implementation of an evolutionary process is to make changes more or less important to many heterogeneous software artifacts such as source code, analysis and design models, unit testing, XML deployment descriptors, user guides, and others. These changes can be a source of degradation in functional, qualitative or behavioral terms of modified software. Hence the need for a unified approach for extraction and representation of different heterogeneous artifacts in order to ensure a unified and detailed description of heterogeneous software artifacts, exploitable by several software tools and allowing to responsible for the evolution of carry out the reasoning change concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heterogeneous%20software%20artifacts" title="heterogeneous software artifacts">heterogeneous software artifacts</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20evolution%20control" title=" software evolution control"> software evolution control</a>, <a href="https://publications.waset.org/abstracts/search?q=unified%20approach" title=" unified approach"> unified approach</a>, <a href="https://publications.waset.org/abstracts/search?q=meta%20model" title=" meta model"> meta model</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20architecture" title=" software architecture"> software architecture</a> </p> <a href="https://publications.waset.org/abstracts/13647/heterogeneous-artifacts-construction-for-software-evolution-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4775</span> Neural Network Based Approach of Software Maintenance Prediction for Laboratory Information System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vuk%20M.%20Popovic">Vuk M. Popovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Dunja%20D.%20Popovic"> Dunja D. Popovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software maintenance phase is started once a software project has been developed and delivered. After that, any modification to it corresponds to maintenance. Software maintenance involves modifications to keep a software project usable in a changed or a changing environment, to correct discovered faults, and modifications, and to improve performance or maintainability. Software maintenance and management of software maintenance are recognized as two most important and most expensive processes in a life of a software product. This research is basing the prediction of maintenance, on risks and time evaluation, and using them as data sets for working with neural networks. The aim of this paper is to provide support to project maintenance managers. They will be able to pass the issues planned for the next software-service-patch to the experts, for risk and working time evaluation, and afterward to put all data to neural networks in order to get software maintenance prediction. This process will lead to the more accurate prediction of the working hours needed for the software-service-patch, which will eventually lead to better planning of budget for the software maintenance projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laboratory%20information%20system" title="laboratory information system">laboratory information system</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance%20engineering" title=" maintenance engineering"> maintenance engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20networks" title=" neural networks"> neural networks</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20maintenance" title=" software maintenance"> software maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20maintenance%20costs" title=" software maintenance costs"> software maintenance costs</a> </p> <a href="https://publications.waset.org/abstracts/68789/neural-network-based-approach-of-software-maintenance-prediction-for-laboratory-information-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4774</span> Software Quality Measurement System for Telecommunication Industry in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Fazlina%20Iryani%20Abdul%20Hamid">Nor Fazlina Iryani Abdul Hamid</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Khatim%20Hasan"> Mohamad Khatim Hasan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evolution of software quality measurement has been started since McCall introduced his quality model in year 1977. Starting from there, several software quality models and software quality measurement methods had emerged but none of them focused on telecommunication industry. In this paper, the implementation of software quality measurement system for telecommunication industry was compulsory to accommodate the rapid growth of telecommunication industry. The quality value of the telecommunication related software could be calculated using this system by entering the required parameters. The system would calculate the quality value of the measured system based on predefined quality metrics and aggregated by referring to the quality model. It would classify the quality level of the software based on Net Satisfaction Index (NSI). Thus, software quality measurement system was important to both developers and users in order to produce high quality software product for telecommunication industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20quality" title="software quality">software quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20measurement" title=" quality measurement"> quality measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20model" title=" quality model"> quality model</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metric" title=" quality metric"> quality metric</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20satisfaction%20index" title=" net satisfaction index"> net satisfaction index</a> </p> <a href="https://publications.waset.org/abstracts/15875/software-quality-measurement-system-for-telecommunication-industry-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15875.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">592</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4773</span> The Comparison of Open Source Software for Digital Libraries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanita%20Be%C5%A1irevi%C4%87">Kanita Beširević</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Open-source software development activities highly rely on Internet gathering communities volunteering in software development projects. Additionally, the libraries and cultural institutions share their metadata in the form of linked metadata to enable dissemination and enrichment. The open-source software provides free alternatives to traditional software solutions. The article aims to investigate the ever-increasing options for the digital library open source software adoption. The software available is presented and compared to other software solutions as well as to their previous versions. The top three open-source digital library software solutions are presented and compared. The comparison criteria are adopted from the UNESCO study by Bankier, J., & Gleason, K. Institutional Repository Software Comparison comprising of twelve criteria to appraise software, namely: infrastructure, front-end design, content discovery, publication tools, interoperability, and preservation. This article adopts a descriptive methodology based on data and information collected through selected software websites and the literature review. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20source%20software" title="open source software">open source software</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title=" digital library"> digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=DSpace" title=" DSpace"> DSpace</a>, <a href="https://publications.waset.org/abstracts/search?q=Fedora" title=" Fedora"> Fedora</a>, <a href="https://publications.waset.org/abstracts/search?q=Greenstone" title=" Greenstone"> Greenstone</a> </p> <a href="https://publications.waset.org/abstracts/155592/the-comparison-of-open-source-software-for-digital-libraries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=160">160</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=161">161</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Geo-Gebra%20Software&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>