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1
Gold, Nicolas Edwin. "Hypothesis-based concept assignment to support software maintenance." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4535/.
Full textAbstract:
Software comprehension is one of the most expensive activities in software maintenance and many tools have been developed to help the maintainer reduce the time and cost of the task. Of the numerous tools and methods available, one group has received relatively little attention: those using plausible reasoning to address the concept assignment problem. This problem is defined as the process of assigning descriptive terms to their implementation in source code, the terms being nominated by a user and usually relating to computational intent. It has two major research issues: Segmentation: finding the location and extent of concepts in the source code.Concept Binding', determining which concepts are implemented at these locations. This thesis presents a new concept assignment method: Hypothesis-Based Concept Assignment (HB-CA). A framework for the activity of software comprehension is defined using elements of psychological theory and software tools. In this context, HB-CA is presented as a successful concept assignment method for COBOL II, employing a simple knowledge base (the library) to model concepts, source code indicators, and inter-concept relationships. The library and source code are used to generate hypotheses on which segmentation and concept binding are performed. A two-part evaluation is presented using a prototype implementation of HB-CA. The first part shows that HB-CA has linear computational growth in the length of program under analysis. Other characteristics addressed include HB-CA's scalability, its applicability to other languages, the contribution made by different information sources, domain independence, representational power, and guidelines for the content of the library. The first part concludes by comparing the method and implementation to cognitive requirements for software comprehension tools. The second part considers applications of HB-CA in software maintenance. Five areas for potential cost reduction are identified: business-rule ripple analysis, code ripple analysis, module selection, software reuse, and software module comprehension.
2
Wilkerson, Joshua Lee. "Co-evolutionary automated software correction: a proof of concept." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Wilkerson_09007dcc80642bb4.pdf.
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Thesis (M.S.)--Missouri University of Science and Technology, 2008.Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed June 18, 2009) Includes bibliographical references (p. 62-64).
3
Jayaram, Anantha Ramakrishna. "Development of a concept for Over The Air Programming of Sensor Nodes." Master's thesis, Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-197216.
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Nowadays, wireless sensor networks can be found in many new application areas. In these sensor networks there may exit a part of the network which are difficult to access or lie in a wide area, far apart. A change in the software (e.g., function update or bug fix) can entail reprogramming of all sensor nodes. This is very time consuming and labour intensive, if the patching has to be done manually for each individual sensor nodes.
In the area of mobile phones, the over the air (OTA) update function has been established very well with good reliability. In embedded systems such as sensor nodes, where resources are severely restricted, an update cannot be stored but must be programmed directly with the transfer. For this to be possible, a lot of basic functionality is needed to be established to correct errors or to be able to resume a failed programming.
Within the framework of this thesis a concept for the transmission and distribution of the firmware and programming the sensor node is established. Focus here is to optimize the use of resources and to provide basic functionality within the programming mode.
4
Scott, Michael James. "Self-beliefs in the introductory programming lab and game-based fantasy role-play." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11047.
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It is important for students to engage in adequate deliberate practice in order to develop programming expertise. However, students often encounter anxiety when they begin to learn. This can present a challenge to educators because such anxiety can influence practice behaviour. This thesis situates this challenge within the Control- Value Theory of Achievement Emotions, emphasising a need for domain-specific research and presenting new research tools which can be used to investigate the area. Analysis of data collected from three cohorts of introductory programming students on web programming (2011-12) and robot programming (2012-13 and 2013-14) courses show that programming self-concept and programming aptitude mindset can predict programming anxiety and that programming anxiety is negatively correlated with programming practice. However, levels of anxiety remained consistently high across this period. A method to enrich these psychological constructs through a multimedia-rich learning environment is proposed. Drawing upon the interplay between narrative reinforcement and procedural rhetoric that can be achieved in a fantasy role-play, students' self-concept can be enhanced. A double-blind randomised controlled trial demonstrates promising results, however small effect sizes suggest further research is needed.
5
Tilley, Thomas. "Formal concept analysis applications to requirements engineering and design /." [St. Lucia, Qld.], 2003. http://adt.library.uq.edu.au/public/adt-QU20050223.204947/index.html.
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French, Kevin M. "Concept development of a Manpower programming and budgeting system for Headquarters, United States Marine Corps." Thesis, Monterey, California. Naval Postgraduate School, 1985. http://hdl.handle.net/10945/21216.
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Holford, John William. "The concept of self-defending objects and the development of security aware applications." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16227/1/John_Holford_Thesis.pdf.
Full textAbstract:
The self-defending object (SDO) concept is an extension to the object-oriented programming paradigm, whereby those objects that encapsulate the protected resources of a security aware application (SAA), are made aware of, and responsible for, the defence of those resources. That defence takes two forms, the enforcement of mandatory access control on protected resources and the generation of the corresponding portion of the SAA's audit trail. The SDO concept acts as the philosophy that guides the application level mandatory access control within SAAs which ensures that the provided access control is both complete and non bypassable. Although SDOs accept responsibility for controlling access to the protected data and functionality that they encapsulate, an SDO delegates the responsibility for making authorisation decisions to an associated authorisation object. Thus, SDOs fulfill their access control obligations by initiating the authorisation check and then enforcing the decision made on their behalf. A simple, yet effective mechanism for enforcing that access control at the object level involves controlling the ability to invoke those SDO methods that access protected resources. In the absence of previous research on this approach to the enforcement of application level access control, the primary aim of this research was to demonstrate that the SDO concept is a viable paradigm for developing SAAs. That aim was achieved in two stages. The first stage targeted the provision of a 'proof of concept', that demonstrated that the SDO concept could be applied to the development of non-distributed SAAs. The second stage demonstrated its applicability to the development of distributed SAAs. In the second stage, two versions of a distributed prototype were developed, one based on a traditional (proprietary) distributed computing model, (Java RMI), and the second using the currently popular Web services model, to demonstrate the general applicability of the SDO concept. Having already demonstrated that the SDO concept could be applied to SAAs executing on a single machine, the major focus of that research was to devise a mechanism by which SDOs could be transferred between machines.
The research then concentrated on determining what impacts the adoption of the SDO concept would have on SAA development. Experimentation carried out using the distributed prototypes demonstrated that (1) the adoption of the SDO does not restrict the use of inheritance hierarchies that include SDOs, (2) the restriction of the lifetime of SDOs can be supported, (3) usage rights enforcement can be employed, and (4) the use of cryptographic techniques to provide additional security guarantees is not affected. A key feature of the SDO concept, is that no major changes need to be made to current development tools or methodologies, so its adoption is not hampered by significant financial or training impediments. This research demonstrated that the SDO concept is practical and constitutes a valuable extension to the object oriented paradigm that will help address the current lack of security in information systems. The SDO approach warrants additional research and adoption.
8
Holford, John William. "The concept of self-defending objects and the development of security aware applications." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16227/.
Full textAbstract:
The self-defending object (SDO) concept is an extension to the object-oriented programming paradigm, whereby those objects that encapsulate the protected resources of a security aware application (SAA), are made aware of, and responsible for, the defence of those resources. That defence takes two forms, the enforcement of mandatory access control on protected resources and the generation of the corresponding portion of the SAA's audit trail. The SDO concept acts as the philosophy that guides the application level mandatory access control within SAAs which ensures that the provided access control is both complete and non bypassable. Although SDOs accept responsibility for controlling access to the protected data and functionality that they encapsulate, an SDO delegates the responsibility for making authorisation decisions to an associated authorisation object. Thus, SDOs fulfill their access control obligations by initiating the authorisation check and then enforcing the decision made on their behalf. A simple, yet effective mechanism for enforcing that access control at the object level involves controlling the ability to invoke those SDO methods that access protected resources. In the absence of previous research on this approach to the enforcement of application level access control, the primary aim of this research was to demonstrate that the SDO concept is a viable paradigm for developing SAAs. That aim was achieved in two stages. The first stage targeted the provision of a 'proof of concept', that demonstrated that the SDO concept could be applied to the development of non-distributed SAAs. The second stage demonstrated its applicability to the development of distributed SAAs. In the second stage, two versions of a distributed prototype were developed, one based on a traditional (proprietary) distributed computing model, (Java RMI), and the second using the currently popular Web services model, to demonstrate the general applicability of the SDO concept. Having already demonstrated that the SDO concept could be applied to SAAs executing on a single machine, the major focus of that research was to devise a mechanism by which SDOs could be transferred between machines. The research then concentrated on determining what impacts the adoption of the SDO concept would have on SAA development. Experimentation carried out using the distributed prototypes demonstrated that (1) the adoption of the SDO does not restrict the use of inheritance hierarchies that include SDOs, (2) the restriction of the lifetime of SDOs can be supported, (3) usage rights enforcement can be employed, and (4) the use of cryptographic techniques to provide additional security guarantees is not affected. A key feature of the SDO concept, is that no major changes need to be made to current development tools or methodologies, so its adoption is not hampered by significant financial or training impediments. This research demonstrated that the SDO concept is practical and constitutes a valuable extension to the object oriented paradigm that will help address the current lack of security in information systems. The SDO approach warrants additional research and adoption.
9
Spach, Michel. "Activités robotiques à l'école primaire et apprentissage de concepts informatiques : quelle place du scénario pédagogique ? Les limites du co-apprentissage." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB198/document.
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Cette recherche, qui s'inscrit dans le cadre des travaux en didactique de l'informatique de Baron et Bruillard, analyse la façon dont des enseignants du primaire, non experts en informatique,conçoivent et mettent en œuvre des scénarios impliquant des robots pédagogiques de sol dans leurs classes. La mise en œuvre de ces robots a été étudiée avec l'objectif, d'apporter un éclairage sur leurs possibles apports pédagogiques. Il s'est agi de préciser comment ces enseignants parviennent à définir des situations didactiques de ces objets de connaissances auxquels ils n'ont jamais été confrontés et d'analyser la manière dont ils parviennent à développer chez les élèves une pensée informatique en actes. L'activité des élèves a été analysée, au travers l'approche instrumentale (Rabardel), en vue de comprendre de quelle manière l'apprentissage de concepts en informatique émerge de ces activités. La question des apprentissages des concepts et méthodes propres au domaine informatique par le biais de la robotique est analysée en prenant appui sur la théorie des champs conceptuels (Vergnaud). Cette recherche apporte des éléments permettant de comprendre comment ces enseignants parviennent, de manière intuitive, à développer et à mettre en œuvre des scénarios pour enseigner quelques concepts informatiques. Elle témoigne de leur capacité à intégrer des objets tangibles ou symboliques dans des séances d'apprentissage en informatique, en procédant à une analyse préalable à minima du fonctionnement du robot. Au cours des activités dans lesquelles ils sont mobilisés, outils robotiques et aides pédagogiques accompagnent les apprentissages. Sur le plan des apprentissages, les élèves se sont forgés, par des démarches d'instrumentation et d'instrumentalisation, des instruments et des méthodes pour comprendre l'objet informatique. Les concepts et notions en jeu sont particulièrement dépendants des contextes technologiques spécifiques à chacun des robots. Des méthodes propres à la production logicielle ont permis le séquençage de l'activité de programmation en phases de spécification, conception, réalisation et mise au point. Des paradigmes de programmation ont aussi été approchés, comme la programmation procédurale dans le cas du robot Bee-Bot et la programmation événementielle dans le cas de l'étude du comportement du robot Thymio. En dehors du domaine informatique, la résolution de problème, en étant placée au cœur des scénarios, a permis aux élèves de développer des démarches de tâtonnements, d'essais-erreurs dans un contexte de travail en petit groupe favorisant les échanges et les interactions entre les élèvesThis research, which takes place within the framework of Baron and Bruillard's research in didactics of computer science,analyzes how primary school teachers, not computer experts, design and implement scenarios involving ground pedagogical robots in their classrooms. The integration of these robots has been studied with the aim of shedding light on their possible pedagogical contributions. It shows how these teachers succeed in defining pedagogical situations of these knowledge objects to which they have never been confronted before and in developing pupils' thinking in action. Student activity was analyzed, through the instrumental approach (Rabardel), in order to understand how the learning of computational concepts emerges from these activities. The question of the learning of concepts and methods specific to the computer domain through robotics is analyzed using the theory of conceptual fields (Vergnaud). This research provides additional understanding how these teachers intuitively develop and implement scenarios to teach a few computer concepts. It demonstrates their ability to integrate tangible or symbolic objects into computer learning sessions by performing a minimum analysis of the robot's functionality. During the activities in which they are mobilized, robotic tools and teaching aids accompany learning. In terms of learning, pupils have forged, through instrumentation and instrumentalities, tools and methods to understand the computer object. The concepts and notions involved are particularly dependent on the technological contexts specific to each robot. Methods specific to software production allowed the sequencing of the programming activity into phases of specification, design, realization and development. Programming paradigms were also approached, such as procedural programming in the case of the Bee-Bot robot and event programming in the case of the study of the behavior of the Thymio robot. Outside the computer field, problem solving, by being placed at the heart of the scenarios, allowed students to develop trial and error approaches in a small group work environment that facilitate exchanges and interactions between students
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Cetin, Ibrahim. "Students Understanding Of Limit Concept: An Apos Perspective." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12611259/index.pdf.
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The main purposes of this study is to investigate first year calculus students&rsquounderstanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester of 2007-2008. Limit questionnaire including open-ended questions was administered to students as a pretest and posttest to probe change in students&rsquo
understanding of limit concept. At the end of the instruction a semi-structured interview protocol developed by the researcher was administered to all of the students to explore students&rsquo
understanding of limit concept in depth. The interview results were analyzed by using APOS framework. The results of the study showed that constructed genetic decomposition was found to be compatible with student data. Moreover, limit instruction was found to play a positive role in facilitating students&rsquo
understanding of limit concept.
11
Back, Sara, Linnea Dahl, and Mikael Hagafors. "Optimising the selection of transport services : A proof-of-concept application utilising time-expansion and Integer Programming." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297303.
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Companies who wish to ship physical products from one place to another are faced with the choice of a transportation solution among several alternative suppliers each with multiple pricing, route and time options. An optimal solution would allow companies to save resources as well as more effectively serve its customer deliveries. In this project we have approached this problem as an instance of the well researched Minimum Cost Flow Problem and have created a proof-of-concept application utilising time expansion and a Integer Programming solver. The resulting application can for a batch of single commodity demands, including a maximal allowed transport time, successfully find an optimal cost solution. Where the solver is taking account of potential cost savings of consolidated transportation as well as cost and time of handling in transshipment points.Vid transport av produkter från en plats till en annan står företag inför ett val mellan olika speditörer med olika priser, tider och rutter. En optimal lösning för detta val skulle möjliggöra för företag att spara pengar såväl som att effektivisera sina kundleveranser. Vi har angripit problemet som ett Minimum Cost Flow Problem och har skapat en prototypapplikation vilken använder sig av tidsexpansion och en lösare av heltalsproblem. Resultatet är en applikation som, för ett parti av likadana varor tillsammans med max-tiden för leveransen, kan hitta en optimal lösning. Lösningen tar hänsyn till möjliga kostnadsbesparingar vid konsolidering, såväl som kostnaden och tiden för hanteringen av densamma i omlastningspunkter.
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Lenaburg, Allen Gregg. "Intranet concept for small business." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2710.
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The purpose of this project is to build a working intranet containing core applications that create the framework for a small business intranet. Small businesses may benefit from an intranet because of its ability to effectively streamline the processes for retrieving and distributing information. Intranets are internal networks using TCP/IP protocols, Web server software, and browser client software to share information created in HTML within an organization, and to access company databases.
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Mutlu, Alev. "Improving Scalability And Efficiency Of Ilp-based And Graph-based Concept Discovery Systems." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615670/index.pdf.
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Concept discovery is the problem of finding definitions of target relation in terms or other relation given
as a background knowledge. Inductive Logic Programming (ILP)-based and graph-based approaches
are two competitors in concept discovery problem. Although ILP-based systems have long dominated
the area, graph-based systems have recently gained popularity as they overcome certain shortcomings
of ILP-based systems. While having applications in numerous domains, ILP-based concept discovery systems still sustain scalability and efficiency issues. These issues generally arose due to the large search spaces such systems build. In this work we propose memoization-based and parallelization-based methods that modify the search space construction step and the evaluation step of ILP-based concept discovery systems to overcome these problem.
In this work we propose three memoization-based methods, called Tabular CRIS, Tabular CRIS-wEF,
and Selective Tabular CRIS. In these methods, basically, evaluation queries are stored in look-up tables
for later uses. While preserving some core functions in common, each proposed method improves
e_ciency and scalability of its predecessor by introducing constraints on what kind of evaluation
queries to store in look-up tables and for how long.
The proposed parallelization method, called pCRIS, parallelizes the search space construction and
evaluation steps of ILP-based concept discovery systems in a data-parallel manner. The proposed
method introduces policies to minimize the redundant work and waiting time among the workers at
synchronization points.
Graph-based approaches were first introduced to the concept discovery domain to handle the so called local plateau problem. Graph-based approaches have recently gained more popularity in concept discovery system as they provide convenient environment to represent relational data and are able to
overcome certain shortcomings of ILP-based concept discovery systems. Graph-based approaches can
be classified as structure-based approaches and path-finding approaches. The first class of approaches
need to employ expensive algorithms such as graph isomorphism to find frequently appearing substructures.
The methods that fall into the second class need to employ sophisticated indexing mechanisms
to find out the frequently appearing paths that connect some nodes in interest. In this work, we also
propose a hybrid method for graph-based concept discovery which does not require costly substructure
matching algorithms and path indexing mechanism. The proposed method builds the graph in such a
way that similar facts are grouped together and paths that eventually turn to be concept descriptors are
build while the graph is constructed.
14
Kavurucu, Yusuf. "An Ilp-based Concept Discovery System For Multi-relational Data Mining." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610688/index.pdf.
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Multi Relational Data Mining has become popular due to the limitations of propositional problem definition in structured domains and the tendency of storing data in relational databases. However, as patterns involve multiple relations, the search space of possible hypothesis becomes
intractably complex. In order to cope with this problem, several relational knowledge discovery systems have been developed employing various search strategies, heuristics and
language pattern limitations.
In this thesis, Inductive Logic Programming (ILP) based concept discovery is studied and two systems based on a hybrid methodology employing ILP and APRIORI, namely Confidence-based Concept Discovery and Concept Rule Induction System, are proposed. In Confidence-based Concept Discovery and Concept Rule Induction System, the main aim
is to relax the strong declarative biases and user-defined specifications. Moreover, this new method directly works on relational databases. In addition to this, the traditional definition
of confidence from relational database perspective is modified to express Closed World Assumption in first-order logic. A new confidence-based pruning method based on the improved definition is applied in the APRIORI lattice. Moreover, a new hypothesis evaluation criterion is used for expressing the quality of patterns in the search space. In addition to this, in Concept
Rule Induction System, the constructed rule quality is further improved by using an improved generalization metod.
Finally, a set of experiments are conducted on real-world problems to evaluate the performance of the proposed method with similar systems in terms of support and confidence.
15
Merkel, Kristian Doyle. "An optical conherent transient true-time delay device : concept development and experimental demonstrations including delay programming with frequency-chirped pulses /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/6096.
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Karlsson, Jens, and Amanda Hägg. "Programmering eller inte? : En läromedelsanalys av programmering i matematikböcker för årskurs 3 med inriktning på uppgifters kognitiva kravnivå och begrepp." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42730.
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I föreliggande studie söker vi, i form av en läromedelsanalys, kunskap kring hur uppgifter i åtta svenska läroböcker inom matematik för årskurs 3 karaktäriserar programmering utifrån dess kognitiva kravnivå och centrala begrepp. Den insamlade empirin analyserades kvantitativt med hjälp av en innehållsanalys. I studien tog vi hjälp utav två teoretiska ramverk – Mathematical Task Framework och Level of Demands – samt centrala begrepp inom programmering. Studiens resultat indikerar att; 1. Majoriteten av uppgifterna i läroböckerna som fokuserar på programmering ligger på en låg kognitiv kravnivå; 2. Samtliga begrepp som studien tar sin utgångspunkt i bearbetas i uppgifterna men endast åtta av 14 nämns. Studiens slutsats är att de svenska läroböcker som utgjorde underlaget för analysen håller en för låg nivå, både när det gäller begrepp och kognitiv kravnivå på uppgifterna, för att eleverna ska få möjlighet att kunna utveckla den abstrakta förståelsen som krävs för området programmering.The purpose of this study is to contribute knowledge about which concepts and on which cognitive level of demand tasks in Swedish mathematical textbooks for grade 3 addresses the subject matter of programming. To achieve this purpose, we conducted a textbook analysis of eight Swedish mathematical textbooks. The collected empirical data was then quantitatively analyzed by means of a content analysis. The theoretical frameworks used in this study were the Mathematical Task Framework and Level of Demands, as well as central concepts regarding programming. The results of the study indicate that; 1. The majority of tasks in the mathematical textbooks pertain to the subject matter and are on a low level of cognitive demand; 2. All central concepts regarding programming are processed in the mathematical textbooks but only eight out of 14 are mentioned. The study’s conclusion is that the tasks in Swedish mathematical textbooks that formed the basis of the analysis are deficient, both in terms of their level of cognitive demand and the prevalence of concepts pertaining to programming. We find that this is insufficient in order for students to obtain the opportunity to develop the abstract thinking necessary for understanding programming.
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Horner, Vincent Zion. "Developing a consumer health informatics decision support system using formal concept analysis." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05052008-112403/.
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Juarez, Kristina M. "Examining the MOVE Program: Exploring program impact and perceptions of the concept of leadership." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/212.
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This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.
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Schweitzer, Alexis. "Amélioration du niveau de sécurité des systèmes électroniques programmables par application du concept d'analyse de signature." Nancy 1, 1987. http://www.theses.fr/1987NAN10034.
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Mise en oeuvre d'un analyseur de signature en ligne destiné à la sécurité des systèmes électroniques programmables. Présentation d'une méthodologie générale pour une utilisation optimale du modèle analyseur
20
Dasgupta, Arghya. "How can the ‘Zeigarnik effect’ becombined with analogical reasoning inorder to enhance understanding ofcomplex knowledge related to computerscience?" Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-143636.
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Many people face difficulties in remembering knowledge, which is complex and abstract. This is especially important when the descriptions of knowledge are to be stored in searchable knowledge bases. But if complex knowledge can be transferred through real life stories, it is more understandable and easier to retrieve for the knowledge acceptor. Moreover, if the stories follow a certain pattern like ‘intentional suspense’ it may be more useful. This study investigates how far a story with intentional interruption is helpful in transferring complex computer science knowledge through processing of information that compares similarities between new and well-understood concepts. The data collection was done by applying framework analysis approach through the interview of 40 students of Stockholm University. Results of this study is assumed to help organizations to design, store and retrieve complex knowledge structures in knowledge bases by using a specific pattern of the stories used in the narrative pedagogy known as 'Zeigarnik effect' which is a form of creating suspense. Interviews with managers showed that they are positive to using the type of knowledge transfer as is proposed in the results of this thesis. Transcribed interviews with students show that the students appreciate and understand the use of analogies in combination with the ‘Zeigarnik effect’ as is described in the result of this thesis. After analysis of the data collected from the experiments, it was confirmed that ‘Zeigarnik effect’ has a small positive effect for a group of people as better results have been found in most of the time when ‘Zeigarnik effect’ was used as compared to when the ‘Zeigarnik effect’ was not used. The participants that experienced the ‘Zeigarnik effect’ answered in a better way which proved that their understanding and memory regarding the subject have been enhanced using it.
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Jama, Fartun. "Integrating secure programming concepts in introductory programming courses." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96870.
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The number of vulnerable systems with exploitable security defects has increased. This led to an increase in the demand for secure software systems. Software developers lack security experiences to design and build secure software, some even believe security is not their responsibility. Despite the increased need for teaching security and secure programming, security is not well integrated into the undergraduate computing curriculum and is only offered as part of a program or as an elective course. The aim of this project is to outline the importance of incorporating security and secure programming concepts in programming courses starting from the introductory courses. By evaluating the students' security consideration and knowledge regarding software security. As a result, based on the knowledge students lack regarding software security, security and secure programming concepts are identified which need to be integrated into the programming courses.
22
Shinners-Kennedy, Dermot. "Threshold concepts and teaching programming." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652021.
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This thesis argues that the urge to build and the adoption of a technocratic disposition have influenced and affected the pursuit and development of a deeper understanding of the discipline of computing and its pedagogy. It proposes the introduction to the discipline of the threshold concept construct to improve both the understanding and the pedagogy. The research examines the threshold concept construct using the theory of concepts. The examination establishes the conceptual coherence of the features attributed to threshold concepts and formalises the basis for threshold concept scholarship. It also provides a refutation for critiques of threshold concepts. The examination reveals the inextricable links between threshold concepts and pedagogic content knowledge. Both rely on the expertise of reflective pedagogues and are situated at the site of student learning difficulties and their encounters with troublesome knowledge. Both have deep understanding of discipline content knowledge at their centre. The two ideas are mutually supportive. A framework for identifying threshold concepts has been developed. The framework uses an elicitation instrument grounded in pedagogic content knowledge and an autoethnographic approach. The framework is used to identify state as a threshold concept in computing. The significant results of the research are two-fold. First, the identification of state as a threshold concept provides an insight into the disparate difficulties that have been persistently reported in the computer science education literature as stumbling blocks for novice programmers and enhances and develops the move towards discipline understanding and teaching for understanding. Second, the embryonic research area of threshold concept scholarship has been provided with a theoretical framework that can act as an organising principle to explicate existing research and provide a coherent focus for further research
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Boustedt, Jonas. "On the Road to a Software Profession : Students’ Experiences of Concepts and Thresholds." Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-122304.
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Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.
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Najari, Amirabbas. "De l'usage du concept de contradiction en phase amont de la conception architecturale : incidences de la théorie TRIZ sur le programme architectural : une étude empirique." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAD041/document.
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Cette thèse, consacrée à la représentation des problèmes et contradictions architecturaux dans la phase amont de la conception, s’inscrit dans la problématique de l’agentivité potentielle de cette phase pour concevoir des concepts et des solutions innovantes. En tant qu’une recherche interdisciplinaire, cette thèse a pour ambition de contribuer aux recherches visant l’appropriation de parts de connaissances élaborées par la TRIZ dans le savoir architectural. Elle se développe donc en transversalité en examinant la possibilité d’appliquer IDM-TRIZ, son ontologie et son formalisme de représentation de contradiction dans les phases amont de la conception architecturale. L’objectif principal est d’évaluer les apports du concept de contradiction de la théorie TRIZ à l’énoncé des problèmes et des contradictions du projet architectural. Si l’accent est mis sur cet objectif, l’évaluation des apports des techniques et outils de la résolution de contradiction de TRIZ en préconception architecturale constitue l’objectif secondaire de cette étude. Ainsi, la contribution scientifique espérée de notre recherche consiste à examiner des apports éventuels de la notion de contradiction au sens TRIZ à la fois comme stratégie conceptuelle en architecture guidant la recherche et la structuration des informations et comme modèle d’interprétation et de représentation des éléments fondamentaux de la conception, à savoir les objectifs, les contraintes et les solutions en phase amont du processus de conception. Un projet réel a été choisi comme l’objet de l’étude empirique effectuée dans le cadre de la thèse. Deux résultats principaux de cette étude sont a) un ensemble des objectifs, des contraintes et des scénarios sous forme de contradiction à travers le Graphe Problèmes – Solution Partielles ; b) un ensemble de dix concepts de solution pour une contradiction du projet liée au problème identifié comme le problème clé. Ces résultats ont été évalués à travers une série d’entretiens semi-directifs avec treize architectes. Ces résultats ainsi que deux questionnaires L’évaluation des résultats montre I) la possibilité d’énoncer les objectifs, les contraintes et les propositions du projet sous forme de contradiction à travers le Graphe Problèmes – Solution Partielles (avec 92.3 % de réponse positive pour ceux qui concernent la fonction et la forme ; et 85 % pour ceux concernant l’économie et le temps); II) la contribution significative du Graphe de Problèmes aux qualités de la clarté des énoncés de problèmes; à la traçabilité des problèmes et à la l’intégralité de la présentation de l’Espace de problèmes ; III) que l’ensemble de techniques et d’outils de TRIZ pourrait contribuer à la génération des concepts de solution en phase amont de la conception architecturale. Le taux d’affirmation varie selon le concept évalué ; cependant, ils attestent la pertinence (avec une moyenne de 58 % d’affirmation) et l’intérêt (avec une moyenne de 67 % d’affirmation) des concepts.La conclusion de la thèse porte sur l’intérêt et l’inconvénient de l’usage du concept de contradiction de TRIZ comme stratégie conceptuelle de la construction de l’Espace de problèmes architecturaux en phase amont de la conception architecturale. De même, elle présente certaines réflexions sur les limites de TRIZ pour une application architecturale. Une discussion est menée sur les développements requis dans IDM-TRIZ pour mieux s’adapter à la pratique architecturale et mieux s’intégrer aux recherches courantes en programmation architecturale. En mettant la contribution de la thèse dans le champ plus large de l’appropriation de parts de connaissances élaborées par la TRIZ dans le savoir architectural, la conclusion se termine par la proposition de certaines pistes d’exploration qui désignent une perspective pour la recherche ultérieure sur les apports potentiels de la TRIZ en conception architecturaleThis thesis is devoted to the representation of architectural problems and contradictions in the early phase of architectural design process. It also focuses on its potential agency to generate new concepts and innovative solutions. This thesis aims to contribute to the research on knowledge transfer from TRIZ to architectural design methodologies. It is a cross-disciplinary study on the applicability of IDM-TRIZ, its ontology and formalism in the early phases of an architectural design. The main objective of this dissertation is to evaluate the contributions of the concept of contradiction of the TRIZ theory to problem and contradiction statement in architectural projects. The secondary objective of this study is to evaluate the contribution of the TRIZ techniques and their tools to architectural contradiction solving. Thereby, the expected scientific contributions of this research is to examine the concept of contradiction as a conceptual strategy for seeking and structuring the information about a project and as a model for interpretation and representation of the objectives, constraints, and alternative solutions in the early phases of the architectural design process.In our empirical study, the IDM-TRIZ method is applied to an architectural program of a real project and has produced two results: A) a structured set of the objectives, constraints, requirements and the alternative solutions of this program presented as contradiction by using Problem Graph, B) a set of ten concepts of solution to resolve one of the contradictions related to the problem identified as the core problem of the project. These results were evaluated through a series of semi-structured interviews. This evaluation shows that I) it is possible to represent the objectives, constraints, and alternative solutions of an architectural project as contradiction by the Problem Graph (with 92.3% positive response for the elements concerning form and function, and 85% for those concerning economy and time), II) the contribution of the Problem Graph to the program qualities, such as clarity of problem statement; traceability of problems and the entirety of the Problems space, is significant, and, III) the TRIZ techniques and their tools could contribute to concept generation in the early phases of architectural designs. The evaluation is different for each concept, but it attests the relevance of the concepts (with an average of 58%) and their interest (with an average of 67%). The findings of this thesis discusses the advantages and the disadvantages of the use of TRIZ concept of contradiction as a conceptual strategy for building the Problem space in the early phases of architectural designs. The conclusion presents some thoughts on TRIZ limitations for an architectural endeavor as well as some perspectives for further research aiming integrating the TRIZ into current research in architectural design. Also, some further developments in the IDM-TRIZ which allows better adapting to architectural practice are discussed
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MARANHÃO, Antonio Augusto Rodrigues de Albuquerque. "Design of a modular multiparadigm programming language for teaching programming concepts." Universidade Federal de Pernambuco, 2004. https://repositorio.ufpe.br/handle/123456789/2468.
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Previous issue date: 2004A criação de uma linguagem de programação pode ser comparada ao desenvolvimento de um sistema computacional. Sendo assim, o projeto e a implementação da linguagem devem atender a um conjunto de requisitos. Alguns deles estão relacionados às propriedades que a linguagem desenvolvida deve apresentar, como expressividade, capacidade de aprendizagem e produtividade. Outro grupo de requisitos compreende aqueles comuns ao desenvolvimento da maioria dos softwares, como extensibilidade, modularidade e reuso de código. Este segundo grupo de requisitos pode ser obtido através do uso de técnicas modernas de engenharia de software. Neste trabalho, apresentamos o desenvolvimento de uma linguagem multiparadigma modular que faz uso de programação Orientada a Objetos, design patterns e um paradigma de programação mais recente chamado Programação Orientada a Aspectos. A linguagem, que também pode ser vista como um conjunto de linguagens, é desenvolvida de maneira incremental, partindo de uma simples linguagem de expressões até linguagens mais complexas representando alguns dos mais representativos paradigmas de programação, finalizando com o desenvolvimento de linguagens multiparadigmas. Esta família de linguagens é criada através da integração de componentes que representam conceitos de programação. A modularidade obtida através do design proposto possibilita o reuso destes componentes na criação de diferentes linguagens, mesmo que pertencentes a diferentes paradigmas. Adicionalmente, é possível a evolução ortogonal das linguagens, já que a inclusão de novos conceitos é obtida através da simples inclusão dos componentes correspondentes, sem comprometer o funcionamento dos componentes já utilizados. A abordagem proposta para o design e implementação da linguagem também se mostrou bastante útil no ensino de conceitos de programação, já que oferece um ambiente uniforme e extensível para a prática e exploração dos conceitos pelos estudantes. Dessa forma, os estudantes não precisam lidar com diferentes notações e ambientes de desenvolvimento ao abordarem conceitos relacionados a diversos paradigmas
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Bourneuf, Lucas. "A search space of graph motifs for graph compression : from Powergraphs to triplet concepts." Thesis, Rennes 1, 2019. http://www.theses.fr/2019REN1S060.
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L'Analyse Power Graph est une technique de compression sans perte de graphe visant à réduire la complexité visuelle d'un graphe. Le processus consiste à détecter des motifs, les cliques et les bicliques, qui permettent d'établir des groupes de nœuds organisés hiérarchiquement, des groupes d'arcs, et finalement un graphe réduit à ces groupes. Cette thèse propose tout d'abord la formalisation de l'espace de recherche de l'Analyse Power Graph, en utilisant l'Analyse de Concepts Formels comme base théorique pour exprimer le processus de compression. Le traitement indépendant de deux motifs présente des difficultés et nous proposons une notion unificatrice, les concepts triplets, qui conduiront à un motif unique plus général pour la compression. L'Analyse Power Graph et la nouvelle approche ont été implémentés dans un formalisme logique de Programmation par Ensembles Réponses (ASP), et nous présentons quelques applications en bioinformatique pour les deux approches. La thèse se clôt sur la présentation d'un environnement de visualisation et de spécification de haut-niveau en théorie des graphesPower Graph Analysis is a lossless graph compression method aiming at reducing the visual complexity of a graph. The process is to detect motifs, cliques and bicliques, which enables the hierarchical clustering of nodes, the grouping of edges, and ultimately a graph reduced to these groups. This thesis exposes first the formalization of the Power Graph Analysis search space, using Formal Concept Analysis as a theoretical ground to express the compression process. Because the independent treatment of two motifs presents some caveats, we propose a unification framework, triplet concepts, which encode a more general motif for compression. Both Power Graph Analysis and the new approach have been implemented in Answer Set Programming (ASP), a logical formalism, and we present some applications in bioinformatics of these two approaches. This thesis ends on the presentation of an high-level specification and visualization environment for graph theory
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Dubois-Pélerin, Yves-Dominique Dubois-Pèlerin Yves-Dominique. "Object-oriented finite elements : programming concepts and implementation /." Lausanne : EPFL, 1992. http://library.epfl.ch/theses/?nr=1026.
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Eckerdal, Anna. "Novice Programming Students' Learning of Concepts and Practise." Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551.
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Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise. The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two. The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common. An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned. Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation. Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.
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Fahle, Torsten. "Integrating concepts from constraint programming and operations research algorithms." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=968544851.
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Dziak, Nancy Jo. "Programming computer graphics and the development of concepts in geometry." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343403456.
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Szerszen, Lukas. "Question answering on introductory Java programming concepts using the Transformer." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-292201.
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AI applications for education could help students learn in their introductory programming courses. Many applications for education try to simulate a humantutoring session that engages the student in a dialogue. During the session, they can ask questions and have them answered while working throughan exercise. Refining the question-answering capability of such applicationsmay prove to be a base for supplementary education tools. These could be usedby students in introductory programming courses to ask questions to reviewconcepts in programming, facilitating the teaching done by professors. This thesis investigates question-answering on introductory Java programming using The Transformer model. The focus is on the extent to which the model can answer questions on Java concepts when trained on questions and answers from the online programming forum Stack Overflow. A total of five Transformer models with default parameters were trained on posts segmented with different granularities using byte-pair encoding. Each model was evaluated using perplexity as an automatic metric and a qualitative evaluation done by the author. The automatic metric evaluation scores a low perplexity indicating a hig hquality model. However, the qualitative evaluation shows that the generated responses are short, generic, repetitive, and even contradicting, with the most common response being “You can do it like this:“. That is, the model exhibits a fundamental inability to answers questions on Java programming concepts.AI-applikationer skulle kunde användas inom utbildning för att hjälpa studenter med deras inlärning i introduktionskurser i programmering. Många applikationer med utbildningssyfte försöker att simulera en mänsklig utbildningsmiljö där studenten i en dialog kan ställa frågor samt få dem besvarade i sambandmed att studenten arbetar med övningsuppgifter. Att förbättra förmågan hos denna sortens applikationer att besvara frågor skulle kunna utgöra en basför kompletterande utbildningsmaterial. Dessa applikationer skulle kunna användas av studenter som en del av introduktionskurser inom programmering. Studenten skulle då kunna ställa frågor för att få hjälp när denne går igenom koncept och ämnen inom programmering för att underlätta inlärningen. Den här uppsatsen undersöker besvarande av frågor angående Java-programmering på introduktionsnivå med hjälp av Transformermodellen. Fokus har lagts på i vilken grad modellen kan besvara frågor angående koncept inom Java när den är tränad på frågor och svar från onlineforumet Stack Overflow. Totalt fem transformermodeller med standardparameterar tränades på foruminlägg som segmenterats med olika granularitet med hjälp avbyte-pair encoding. Varje modell utvärderades med perplexitet samt med enkvalitativ utvärdering gjord av författaren. Den automatiska utvärderingen ger en låg perplexitet vilket indikerar en hög kvalitativ modell. Den kvalitativa analysen visar däremot att de genererade svaren är korta, generella, repetitiva, eller till och med motsägelsefulla. Det vanligaste svaret givet är “You can do it like this:“. Modellen visar där med en grundläggande oförmåga att svara på frågor angående Java-koncept.
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Flores, Alfinio. "Effect of computer programming on the learning of calculus concepts /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825078157.
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Chalmers, Alan Gordon. "The monitor and synchroniser concepts in the programming language CLANG." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1006132.
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Beug, Anne. "Teaching Introductory Programming Concepts: A Comparison of Scratch and Arduino." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/778.
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Computing has become an integral part of modern America. The Bureau of Labor Statistics estimates that between 2008 and 2018, the United States will have 1.4 million job openings in computing fields [1]. Since the early 2000's (just after the "dot com bust"), the number of students enrolled in computing majors (Computer Science, Computer Engineering, etc.) dropped precipitously by over 50%, only starting to rise again in 2009 [2]. One way to rectify to this gap between demand and supply is to start training students in computational thinking during high school. While the Computer Science Advanced Placement AB test has been retired, a new AP test called "CS Principles" has been added to the suite of tests [3], highlighting the importance of computing to a modern education. Not only will we need more computing professionals, people in other professions will need to have computing skills. We propose in this thesis a comparison of two computing platforms. Scratch is a well-proven platform that teaches core programming concepts through a graphical programming interface. Arduino boards are open-source microcontrollers with an accompanying development environment and C-like language. We develop a parallel curriculum in Scratch and Arduino and compare the two. While we are unable to draw conclusive results from our quantitative study, from our qualitative research we see that Arduino is unsuitable for teaching core programming concepts to computing novices.
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Shu, William Shu. "A unified approach to the debugging of optimised programs." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236479.
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Fink, Alan Lee Nelson Michael L. "Object-oriented programming : an assessment of fundamental concepts and design considerations." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School; Available from the National Technical Information Service, 1992. http://handle.dtic.mil/100.2/ADA247480.
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Fink, Alan Lee. "Object-oriented programming : an assessment of fundamental concepts and design considerations." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23736.
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Ma, Linxiao. "Investigating and improving novice programmers’ mental models of programming concepts." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444415.
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Santos, Jose Carlos Almeida Santos. "Efficient learning and evaluation of complex concepts in inductive logic programming." Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/6409.
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Inductive Logic Programming (ILP) is a subfield of Machine Learning with foundations in logic programming. In ILP, logic programming, a subset of first-order logic, is used as a uniform representation language for the problem specification and induced theories. ILP has been successfully applied to many real-world problems, especially in the biological domain (e.g. drug design, protein structure prediction), where relational information is of particular importance. The expressiveness of logic programs grants flexibility in specifying the learning task and understandability to the induced theories. However, this flexibility comes at a high computational cost, constraining the applicability of ILP systems. Constructing and evaluating complex concepts remain two of the main issues that prevent ILP systems from tackling many learning problems. These learning problems are interesting both from a research perspective, as they raise the standards for ILP systems, and from an application perspective, where these target concepts naturally occur in many real-world applications. Such complex concepts cannot be constructed or evaluated by parallelizing existing top-down ILP systems or improving the underlying Prolog engine. Novel search strategies and cover algorithms are needed. The main focus of this thesis is on how to efficiently construct and evaluate complex hypotheses in an ILP setting. In order to construct such hypotheses we investigate two approaches. The first, the Top Directed Hypothesis Derivation framework, implemented in the ILP system TopLog, involves the use of a top theory to constrain the hypothesis space. In the second approach we revisit the bottom-up search strategy of Golem, lifting its restriction on determinate clauses which had rendered Golem inapplicable to many key areas. These developments led to the bottom-up ILP system ProGolem. A challenge that arises with a bottom-up approach is the coverage computation of long, non-determinate, clauses. Prolog’s SLD-resolution is no longer adequate. We developed a new, Prolog-based, theta-subsumption engine which is significantly more efficient than SLD-resolution in computing the coverage of such complex clauses. We provide evidence that ProGolem achieves the goal of learning complex concepts by presenting a protein-hexose binding prediction application. The theory ProGolem induced has a statistically significant better predictive accuracy than that of other learners. More importantly, the biological insights ProGolem’s theory provided were judged by domain experts to be relevant and, in some cases, novel.
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Zagami, Jason Anthony. "Seeing is understanding : the effect of visualisation in understanding programming concepts." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28482/2/Jason_Zagami_Thesis.pdf.
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How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker, and RoboLab) supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts (sequence, iteration, selection, and modularity). Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which student cognitive development was tracked and measured by thirty-one 15-17 year old students drawn from a Queensland metropolitan secondary private girls’ school, as active participants in the research. Seventeen findings in three sections increase our understanding of the effects of visualisation on the learning process. The study extended the use of mental model theory to track the learning process, and demonstrated application of student research based metacognitive analysis on individual and peer cognitive development as a means to support research and as an approach to teaching. The findings also forward an explanation for failures in previous software visualisation studies, in particular the study has demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.
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Zagami, Jason Anthony. "Seeing is understanding : the effect of visualisation in understanding programming concepts." Queensland University of Technology, 2008. http://eprints.qut.edu.au/28482/.
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How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker, and RoboLab) supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts (sequence, iteration, selection, and modularity). Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which student cognitive development was tracked and measured by thirty-one 15-17 year old students drawn from a Queensland metropolitan secondary private girls’ school, as active participants in the research. Seventeen findings in three sections increase our understanding of the effects of visualisation on the learning process. The study extended the use of mental model theory to track the learning process, and demonstrated application of student research based metacognitive analysis on individual and peer cognitive development as a means to support research and as an approach to teaching. The findings also forward an explanation for failures in previous software visualisation studies, in particular the study has demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.
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Melnik, Sergey. "Generic model management : concepts and algorithms /." Berlin [u.a.] : Springer, 2004. http://www.loc.gov/catdir/enhancements/fy0813/2004104636-d.html.
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Donaldson, Fiona McCallum. "Reid Concerts at the University of Edinburgh : the first 100 years, 1841-1941." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33058.
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Reid Concerts began in 1841 and were defined by Donald Francis Tovey as those concerts presented by the University of Edinburgh under the auspices of the Professors of Music, based on the guidance laid down in the will and codicil of General John Reid. Reid was a major benefactor who bequeathed funds for the establishment of the Chair of the Theory of Music at The University of Edinburgh with a condition attached to the bequest that a concert be held each year in his memory. This thesis will explore the development and evolution of the first 100 years of these concerts through the contents of the available original concert programmes and related ephemera held in the Centre for Research Collections at The University of Edinburgh - a valuable historical resource which has never been fully recorded or researched. Analysis of this resource will focus on the programming, people, personalities, places, and perspectives associated with the performances and offer insight into the choices and influences of the Professors of Music charged with the organisation and implementation of the concerts over an extended timescale from 1841 to 1941. To aid this analysis a searchable online database has been designed and developed to provide outline performance details and some background information on the contents of many of these Reid concert programmes: http://www.reidconcerts.music.ed.ac.uk. The database is both a finding aid to these contents and a research tool providing a basis for future studies. This research will contribute to the history of the University and City of Edinburgh and the social and musical history of concerts in the University from 1841. The findings emphasise the usefulness of printed concert programmes in recording trends in concert presentation and programming and will broaden the knowledge of this use of such ephemera for academic research.
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Mwansa, Patrick. "Perceptions of computer programming students on interactive environments for teaching object-oriented concepts using Java." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2536.
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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2017.The skill of programming necessitates knowing programming tools, problem solving and effective techniques of program design and implementation. Most students are incapable of fully understanding and utilising the feature set of Integrated Development Environments (IDEs). The feature set of certain IDEs comes with a lot of functionalities and students have to spend a lot of their time studying the features of the IDE without paying much attention to the syntax and semantics of the programming language. The main objective of this study was to examine the perceptions of students on interactive environments for teaching Object-Oriented concepts using the Java programming language in two integrated development environments. This was done by adopting the ISO 9126 model to select generic external system quality characteristics and sub-characteristics that might influence student evaluation of an IDE. The proposed model was applied on NetBeans and JCreator LE 5.0 as IDEs for teaching Java programming using OOP concepts. The study adopted a mixed method research approach using interviews and questionnaires. A single-case study was used for data collection and analysis. The approaches collected data from two groups of students using either NetBeans or JCreator and who were learning OOP concepts. The study further looked at the students’ class tests and exam results in an effort to have an objective overview of how students performed. These groups of students were at two different campuses of the selected University. Each group had already been exposed to the Java syntax. The result from this study was general guidelines to establish an interactive OOP development environment for teaching and learning of Java programming that enhances OOP comprehension. This research study involved human subjects. It was, therefore, a requirement to seek ethics approval. Additionally, the objects involved were students of a selected University and as such a consent letter was sought from the University.
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Funcke, Matthew. "Developing high-fidelity mental models of programming concepts using manipulatives and interactive metaphors." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017929.
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It is well established that both learning and teaching programming are difficult tasks. Difficulties often occur due to weak mental models and common misconceptions. This study proposes a method of teaching programming that both encourages high-fidelity mental models and attempts to minimise misconceptions in novice programmers, through the use of metaphors and manipulatives. The elements in ActionWorld with which the students interact are realizations of metaphors. By simple example, a variable has a metaphorical representation as a labelled box that can hold a value. The dissertation develops a set of metaphors which have several core requirements: metaphors should avoid causing misconceptions, they need to be high-fidelity so as to avoid failing when used with a new concept, students must be able to relate to them, and finally, they should be usable across multiple educational media. The learning style that ActionWorld supports is one which requires active participation from the student - the system acts as a foundation upon which students are encouraged to build their mental models. This teaching style is achieved by placing the student in the role of code interpreter, the code they need to interpret will not advance until they have demonstrated its meaning via use of the aforementioned metaphors. ActionWorld was developed using an iterative developmental process that consistently improved upon various aspects of the project through a continual evaluation-enhancement cycle. The primary outputs of this project include a unified set of high-fidelity metaphors, a virtual-machine API for use in similar future projects, and two metaphor-testing games. All of the aforementioned deliverables were tested using multiple quality-evaluation criteria, the results of which were consistently positive. ActionWorld and its constituent components contribute to the wide assortment of methods one might use to teach novice programmers.
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Ren, Kaiyu. "Mapping biomedical terms to UMLS concepts by an efficient layered dynamic programming framework." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398886613.
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Collins, Jonathan. "An investigation of scientific visualisation concepts for wave propagation through dispersant media." Thesis, Heriot-Watt University, 2001. http://hdl.handle.net/10399/533.
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Hesse, W. J. "Object-oriented concepts for land and geographic information systems /." Connect to thesis, 1991. http://eprints.unimelb.edu.au/archive/00000694.
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Jenkins, Lynnel, and Lynnel Jenkins. "The Evolution of Eva Jessye's Programming as Evidenced in Her Choral Concert Programs from 1927-1982." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622962.
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Eva Jessye (1895-1992) was committed to disseminating music by African Americans through her choral concert performances and choral compositions. This study will examine and interpret Jessye's programming practices as identified in concert programs representing fifty-five years of her professional choral career. The analysis of the tenets of her programming found in printed programs available between the years 1927-1982 will provide a model that can inform choral musicians who plan to program and perform music by African Americans.
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Daly, Tebring. "Influence of Alice 3: Reducing the Hurdles to Success in a Cs1 Programming Course." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271795/.
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Learning the syntax, semantics, and concepts behind software engineering can be a challenging task for many individuals. This paper examines the Alice 3 software, a three-dimensional visual environment for teaching programming concepts, to determine if it is an effective tool for improving student achievement, raising self-efficacy, and engaging students. This study compares the similarities and differences between a Fundamentals of Programming course with and without Alice integrated into the curriculum. Both the treatment and control Groups are using the same Java materials, assignments, and exams. The treatment group also completes Alice activities for each programming concept throughout the course; as well as two Alice assignments.