Design and Development of Interactive Software Models for Teaching Coding Theory: A Case Study on Hamming Codes—General Algorithm

This paper presents the design and development of interactive software models for teaching coding theory, aiming to enhance students’ comprehension through an intuitive and hands-on approach. A general methodology for designing interactive educational software is proposed and has been successfully a...

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Vydané v:Applied sciences Ročník 15; číslo 8; s. 4231
Hlavní autori: Aliev, Yuksel, Ivanova, Galina, Borodzhieva, Adriana
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Basel MDPI AG 01.04.2025
Predmet:
Academic achievement
Adaptation
Algorithms
ANCOVA
Automation
Case studies
Codes
Coding theory
Communication channels
Data transmission
Education
Educational materials
Educational objectives
Educational software
Efficiency
Error correction & detection
Gamification
Hamming codes
Interactive learning
Learning strategies
learning tool
Libraries
Methods
Problem solving
Python
Simulation
software model
Students
Teaching
ISSN:2076-3417, 2076-3417
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Shrnutí:This paper presents the design and development of interactive software models for teaching coding theory, aiming to enhance students’ comprehension through an intuitive and hands-on approach. A general methodology for designing interactive educational software is proposed and has been successfully applied in developing four software models for learning various coding techniques. These software models are suitable for both online and face-to-face classroom environments. As a case study, the paper details the implementation of an interactive software model for solving Hamming code–general approach problems, outlining its design, development, implementation, and evaluation. A pedagogical experiment was conducted to evaluate student performance using the ANCOVA statistical method. Additionally, an analysis of the completed tasks was performed to assess student progress using the interactive software tool. A survey was also administered to gather students’ feedback on their experience with the model. The findings suggest that the proposed methodology has strong potential to enhance student engagement and performance in coding theory education, making it applicable to various teaching settings and other coding techniques beyond Hamming codes, and it can be adapted for use in other scientific disciplines and teaching contexts.
Bibliografia:ObjectType-Case Study-2
SourceType-Scholarly Journals-1
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ObjectType-Report-1
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ISSN:2076-3417
2076-3417
DOI:10.3390/app15084231