Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


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Editorial Advisory Board's Chair
William Lesso

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org

 

Editorial Advisory Board

Journal's Reviewers
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology


The Impact of Virtual Reality Environments on Body Movement and Concentration Skills. A Successful Attempt at Teaching Novice Computer Users
Esther Zaretsky
(pages: 1-7)

A Language Exchange Program: Sustainability Innovation in Language and Culture Engagement
Trinidad Fernández, Grisel García-Pérez, Joaquin Santiago
(pages: 8-12)

Secondary Schools Students’ Language Literacy Skills Aided by the Use of Computer Tools
Odette Bourjaili Radi
(pages: 13-20)

Using an Interdisciplinary Course to Teach Intercultural Communication: Helping Students and Faculty Bridge Disciplinary Divides
Madelyn Flammia, Houman Sadri
(pages: 21-26)

Trends in Information Security for Mexican Companies, is the Cloud Computing the Answer?
Sandra-Dinora Orantes-Jiménez, Graciela Vázquez-Álvarez, Alejandro Zavala-Galindo
(pages: 27-33)

Visibility of Open Acces Repositories of Digital University Libraries: A Case Study of the EU Visegrád Group
Erzsebet Dani
(pages: 34-40)

Conflict Resolution and Concensus Development among Inherently Contradictory Agents Using Fuzzy Linguistic Variables
Terrence P. Fries
(pages: 41-48)

A Comparison of Functional and Imperative Programming Techniques for Mathematical Software Development
Scott Frame, John W. Coffey
(pages: 49-53)

Personalized System of Instruction and Mobile-Learning Models 2014 and Beyond
Laura Thompson, Richard Johnson
(pages: 54-62)

The Co-Existence of Presenteeism and Commitment Organizational: An Institute of Technical and Technological Education Perspective (Short Report)
Marcus Vinicius Dantas de Assunção, Renata Lissa Soares da Silva, Miler Franco Danjour, Patrícia Whebber S. de Oliveira
(pages: 63-66)

Functional Magnetic Resonance Imaging of Goal-Directed Reaching in Children with Autism Spectrum Disorders: A Feasibility Study
Nicole M. G. Salowitz, Bridget Dolan, Rheanna Remmel, Amy Vaughan Van Hecke, Kristine Mosier, Lucia Simo, Robert A. Scheidt
(pages: 67-73)

Authentication and Data Security in ITS Telecommunications Solutions
Tomas Zelinka, Michal Jerabek, Zdenek Lokaj
(pages: 74-80)

Measurement of Pressure between Upper Airway Tract and Laryngoscope Blade during Orotracheal Intubation with Film of Microcapsules
Shigehiro Hashimoto, Tianyuan Wang
(pages: 81-85)

Development of a Web Application: Recording Learners’ Mouse Trajectories and Retrieving their Study Logs to Identify the Occurrence of Hesitation in Solving Word-Reordering Problems
Mitsumasa Zushi, Yoshinori Miyazaki, Ryosuke Miki, Ken Norizuki
(pages: 86-91)


 

Abstracts

 


ABSTRACT


Acquiring Knowledge in Learning Concepts from Electrical Circuits: The Use of Multiple Representations in Technology-Based Learning Environments

Abdeljalil Métioui, Louis Trudel


The constructivists approach on the conception of relative software of modelling to training and teaching of the concepts of current and voltage requires appraisal of several disciplinary fields in order to provide to the learners a training adapted to their representations. Thus, this approach requires the researchers to have adequate knowledge or skills in data processing, didactics and science content. In this regard, several researches underline that the acquisition of basic concepts that span a field of a given knowledge, must take into account the student and the scientific representations. The present research appears in this perspective, and aims to present the interactive computer environments that take into account the students (secondary and college) and scientific representations related to simple electric circuits. These computer environments will help the students to analyze the functions of the electric circuits adequately.

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