Developing Educational Software Models for Teaching Cyclic Codes in Coding Theory
Source abstract
Abstract
The present study examines the application of interactive software models for training on the topic of “Cyclic Codes” in order to increase the success rate and engagement of students in technical disciplines. Two models have been developed—based on the polynomial method and the LFSR approach—through an established methodology adapted to the specifics of the content. A pedagogical experiment with a control and experimental group was conducted, and ANCOVA analysis was applied to eliminate the influence of initial grades. The results show a statistically significant advantage of the experimental group in terms of final grades, which confirms the positive effect of using interactive models. The analysis of engagement and solved tasks reveals that the polynomial model is used more widely and contributes to the systematic application of algorithmic steps, while the LFSR model has an illustrative nature and supports intuitive understanding through visualization of processes. The feedback received from students shows high satisfaction and points to improvements in the interface and functionality. In conclusion, interactive models prove their effectiveness as complementary tools for learning complex technical concepts, and prospects for future development through the integration of artificial intelligence and enhanced gamification are also discussed.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Teaching and Learning Programming · Experimental Learning in Engineering
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Faculty of Electrical Engineering, Electronics and Automation, University of Ruse “Angel Kanchev”, 7017 Ruse, Bulgaria
Funding
the European Union–NextGenerationEU
References (42)
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