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The application of mathematical concepts to real-world problems causes students to have difficulty with the concepts. On undergraduate students, a quasi-experimental research study and visualisation of calculus concepts were conducted as part of a larger project. They were discovered to have a preference for mathematics. As a result, students gained a better understanding of concepts and a more positive attitude. In our class, we had two groups of students who were both from the computer science department and who had both taken the same calculus course. Each group, consisting of fifteen students, was divided into two groups: the control group and the experimental group. Using a traditional learning method, the students in the control group were taught topics such as differentiation and integration, among others. The experiment group, on the other hand, had taught the same lesson using a Microsoft Mathematics visualisation tool, instead. The findings revealed that using Microsoft Mathematics visualisation, the students gained a more significant, positive, broader, and conceptual understanding of calculus than they would have otherwise. In addition, the quasi-experimental study found that there was a statistically significant difference in students' attitudes between the pre-test and the post-test. With the help of Microsoft Mathematics visualisation, students were more fascinated and attracted towards calculus concepts than before.

Usability and design of various systems indicate how simply a computer may be managed to switch between various views and locate the pertinent information.Usability is crucial not only for measuring the ease of use of the software system, but also for identifying possible complications in the interface of software system. Human- Computer Interaction (HCI) focuses on making a system useable. If the structure, terminology, content, and searches for these systems aren't really easily accessible for their visitors, they will have little or no use. Interactions with these systems is only interesting if they are developed with polished features. Virtual environments are recreations designed to entice users into an artificially produced world, giving them the sensation of true presence. Interactive and immersive innovations include virtual reality, augmented reality, and truly immersive settings. Advances in HCI technology can lead to better virtual worlds (VW) and augmented reality (AR) experiences by providing more natural and effective ways for an user to engage with a virtually immersive experience. Despite the reality that there's been a lot of research conducted in the field of Human computer interaction for virtual elements, there are currently only a few studies on reviewing relevant literature HCI configuration issues for virtual elements.Following that, this study provides an inside and an outside review of work that explored several HCI configuration problems for virtual objects.The findings of our analysis HCI config issues for virtual elements and open exploratory challenges are presented and discussed in order to summarize the findings and recognize future inventive work in virtual elements. Usage represents one of the most important factors in determining the system's worth. The study will use related literature from around the world to study and evaluate the current state of quality assessment, design challenges, as it is a qualitative attribute, and to identify areas for development. This research looks into the efforts made mostly in design, usage, and design of efficient UI. Several sources, including large web collections.

The purpose of this study is to examine whether there is a relationship between academic skills and Microsoft Mathematics Visualization as a result of the use of Microsoft Mathematics Visualization in the classroom. Specifically, when it comes to academic skills, Microsoft Mathematics Visualization is considered an independent variable, and academic skills are considered a dependent variable that has been influenced by the negative or positive characteristics of various instructional methodologies. The quantitative research approach has been used in the development of this document. Approximately 300 responses were collected during data collection, and, following correction, the sample size was decreased to 268 responses, which were mined in SPSS to generate the results. In the findings of the model summary, it is shown that the selected model has a very good above-average value of adjusted R2, suggesting a good fit, in accordance with the results of model summary. Microsoft Mathematics Visualization is regarded to be a predictor for academic skills since its coefficient of 0.794 on conversion explains up to 79.4 percent of the variance of the model when converted. We have “B” = “0.892” as the value of the predictor’s beta in our first regression. For example, a one-unit change in Microsoft Mathematics Visualization will result in an 89.2 percent change in academics skills, which may be interpreted as follows: Aside from that, the correlation coefficient between Microsoft Mathematics Visualization and student caliber (r = 0.840) indicates a positive relationship between student caliber and Microsoft Mathematics Visualization. 0.963 indicates that formal schooling has been significantly influenced by Microsoft Mathematics Visualization training, which might be further elaborated as that formal education has been boosted by Microsoft visualization training, according to the results of the test.

Mathematics is important and applies to science, technology, society or the natural sciences. It is applied directly or indirectly. Most students find this to be a very stimulating, complex, and well-understood subject. Maths in high school is extremely important. The study was designed to investigate the impact of students' mathematical representation skills and their attitudes towards GeoGebra. This study was quasi-experimental and carried out on high school students. We have two groups belonging to the same standard class. The control group consisted of 22 students, while the experimental group consisted of 28 participants. The conventional approach was used to teach certain concepts of plane geometry to the students in the control group. On the other hand, the experimental group taught similar teachings using GeoGebra. The results show that students have more skills in mathematical representation using GeoGebra. The semi-empirical test also showed a significant change in students' attitudes between the pre-test and the post-test. Students are more active in mathematical representation skills in GeoGebra. Article visualizations