Ngadiman, Norzila and Sulaiman, Shahida and Idris, Norsham and Samingan, Mohd. Razak and Mohamed, Hasnah (2023) Checklist approach for the development of educational applications by novice software developers. IEEE Access, 11 (NA). pp. 900-918. ISSN 2169-3536
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Official URL: http://dx.doi.org/10.1109/ACCESS.2022.3232947
Abstract
Innovation and challenges are significant factors that lead to the improvement in technology involving various sectors, including the educational field. New methods and techniques have been introduced in teaching and learning among learners and educators. Modern technology generates an effective learning process that increases the students' interest and understanding of learning activities. Hence, software engineers need to develop high-quality educational applications that include the required elements such as learning materials and types of assessments. In addition, it should align with stipulated guidelines, timelines, budgets, and policies. Adaptation of a checklist approach in developing educational software can improve the quality of the software significantly. The checklist approach appears to be more effective for developers, especially novices with limited knowledge in relevant evidence-based principles. This study investigates the checklist approach for novice software developers in developing educational applications. A survey was employed to gather data from a group of respondents. This study used two types of sampling methods which were purposive sampling and Yamane formula. It shows that 89.19% of the respondents had understood and benefited from the provided checklist.
Item Type: | Article |
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Uncontrolled Keywords: | checklist, educational software application, functional requirement, non-functional requirement, Novice software developer, software quality |
Subjects: | Q Science > QA Mathematics > QA75 Electronic computers. Computer science |
Divisions: | Computing |
ID Code: | 107591 |
Deposited By: | Widya Wahid |
Deposited On: | 25 Sep 2024 06:24 |
Last Modified: | 25 Sep 2024 06:24 |
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