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Journal articles on the topic 'Visual programming (Computer)'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

MADOŠ, Branislav, Ján HURTUK, Marek ČAJKOVSKÝ, and Erik KUDRA. "VISUAL PROGRAMMING TOOL FOR COMPUTER WITH DATA FLOW COMPUTATION CONTROL." Acta Electrotechnica et Informatica 14, no. 4 (December 1, 2014): 27–30. http://dx.doi.org/10.15546/aeei-2014-0037.

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2

Bukhari, Farhan, and Daniel D. Kurylo. "Computer programming for generating visual stimuli." Behavior Research Methods 40, no. 1 (February 2008): 38–45. http://dx.doi.org/10.3758/brm.40.1.38.

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3

Pau, L. F., and H. Olason. "Visual logic programming." Journal of Visual Languages & Computing 2, no. 1 (March 1991): 3–15. http://dx.doi.org/10.1016/s1045-926x(05)80049-7.

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4

Tataram, Sanda Monica. "Visual Computer Programming: Semiotic and Cognitive Aspects." American Journal of Semiotics 17, no. 3 (2001): 157–73. http://dx.doi.org/10.5840/ajs200117336.

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5

Smith, David. "Panel on visual programming." ACM SIGPLAN Notices 23, no. 5 (May 1988): 113–18. http://dx.doi.org/10.1145/62139.62154.

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6

Hanna, Keith. "Interactive visual functional programming." ACM SIGPLAN Notices 37, no. 9 (September 17, 2002): 145–56. http://dx.doi.org/10.1145/583852.581493.

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7

COLLOPY, FRED, and ROBERT M. FUHRER. "A Visual Programming Language for Expressing Rhythmic Visuals." Journal of Visual Languages & Computing 12, no. 3 (June 2001): 283–97. http://dx.doi.org/10.1006/jvlc.2001.0209.

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8

TYUGU, E., and R. VALT. "Visual Programming in NUT." Journal of Visual Languages & Computing 8, no. 5-6 (December 1997): 523–44. http://dx.doi.org/10.1006/jvlc.1997.0069.

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9

Frost, Richard. "High-performance visual programming environments." ACM SIGGRAPH Computer Graphics 29, no. 2 (May 1995): 45–48. http://dx.doi.org/10.1145/204362.204373.

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10

Gunawan, Dedi, and Fatah Yasin Al Irsyadi. "PEMANFAATAN PEMROGRAMAN VISUAL SEBAGAI ALTERNATIF PEMBUATAN MEDIA BELAJAR BERBASIS GAME DAN ANIMASI." Warta LPM 19, no. 1 (March 1, 2016): 53–63. http://dx.doi.org/10.23917/warta.v19i1.1984.

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Visual programming is the one programming technique in computer Science which aims to give easy understanding in writing code program. The main users of visual programming are students and people who have no experiences in making computer code and lack of computer programming language.Visual programminggives advantages to develop any kind of application software such as game and application related to education. This research was conducted to the teachers who teach Al-Quran for children learning in order to know the benefit of using visualprogramming in terms of creating an animation and game education.Several approach has been applied in this research. The first is surveying the knowledge in computer programming by using questioners. Following that, we provide a training of using visual programming and the last is conduction survey in order to know the progress of learning accuisiton.Based on the questioner’s data,it can be found that visual programming is very useful to introduce computer programming for people who have limited computer background. The data shows that 60% respondent believe that the visual programming is easy to follow, while the rest says it is hard to do. Furthermore, some of the participants are able to create simple education game

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11

Ingalls, Dan, Scott Wallace, Yu-Ying Chow, Frank Ludolph, and Ken Doyle. "Fabrik: a visual programming environment." ACM SIGPLAN Notices 23, no. 11 (November 1988): 176–90. http://dx.doi.org/10.1145/62084.62100.

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12

Palagin, A. V., V. P. Boyun, and A. S. Yurchenko. "?Matematik?`? A visual programming system." Cybernetics and Systems Analysis 28, no. 6 (November 1992): 943–44. http://dx.doi.org/10.1007/bf01291299.

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13

St. Amant, Robert, Henry Lieberman, Richard Potter, and Luke Zettlemoyer. "Programming by example: visual generalization in programming by example." Communications of the ACM 43, no. 3 (March 2000): 107–14. http://dx.doi.org/10.1145/330534.330549.

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14

Shu, N. C. "Visual programming: Perspectives and approaches." IBM Systems Journal 38, no. 2.3 (1999): 199–221. http://dx.doi.org/10.1147/sj.382.0199.

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15

Penz, Franz. "Visual programming in the ObjectWorld." Journal of Visual Languages & Computing 2, no. 1 (March 1991): 17–41. http://dx.doi.org/10.1016/s1045-926x(05)80050-3.

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16

Citrin, Wayne. "HCI Issues in Visual Programming." Journal of Visual Languages & Computing 7, no. 2 (June 1996): 129–30. http://dx.doi.org/10.1006/jvlc.1996.0008.

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17

Mascarell, Jordi Bataller. "Visual help to learn programming." ACM Inroads 2, no. 4 (December 2011): 42–48. http://dx.doi.org/10.1145/2038876.2038891.

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18

Foit, Krzysztof. "Visual Interface for Hybrid Programming of the Industrial Robot." Advanced Materials Research 1036 (October 2014): 743–48. http://dx.doi.org/10.4028/www.scientific.net/amr.1036.743.

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Most of the modern robots could be programmed using only the operators panel, but the older machines often have very simple panels that do not cover advanced programming features. An example of such a robot is Mitsubishi Movemaster RV-M1, which is located in our laboratory. It is a small, five-axis robot which can be programmed only by using computer, while the panel is used only for storing current coordinates in memory. Due to the simplicity of programming language and very simple method of assembling the connection between the computer and the robot, the programming process does not require any dedicated communication software it is enough to have the editor operating in text mode. On the other hand, modern computers and operating systems provide big opportunity in term of building graphical interfaces. In this way the rough manner of programming could be replaced with a modern interface, which mimics the real panel. The one has been implemented for RV-M1 robot with a possibility of using the interface on mobile devices. The software could be also customized for other robots without the need of sources recompilation. An important advantage of the interface is the considerable reduction of the programming effort in comparison with the method of text editing, mainly due to the ability to use code snippets with one click.

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19

Edwards, Alistair D. N. "Visual programming languages: the next generation." ACM SIGPLAN Notices 23, no. 4 (April 1988): 43–50. http://dx.doi.org/10.1145/44326.44330.

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20

MODUGNO, F., and B. A. MYERS. "Visual Programming in a Visual Shell—A Unified Approach." Journal of Visual Languages & Computing 8, no. 5-6 (December 1997): 491–522. http://dx.doi.org/10.1006/jvlc.1997.0049.

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21

STANKOVIC, NENAD, and KANG ZHANG. "VISUAL PROGRAMMING FOR MESSAGE-PASSING SYSTEMS." International Journal of Software Engineering and Knowledge Engineering 09, no. 04 (August 1999): 397–423. http://dx.doi.org/10.1142/s0218194099000231.

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The attractiveness of visual programming stems in large part from the direct interaction with program elements as if they were real objects, since people deal better with concrete objects than with the abstract. This paper describes a new graph based software visualization tool for parallel message-passing programming named Visper that combines the levels of abstraction at which message-passing parallel programs are expressed and makes use of compositional programming. Central to the tool is the Process Communication Graph that correlates both the control and data flow graphs into a single graph formalism, without a need for complex textual annotation. The graph can express static and runtime communication and replication structures, as found in Message Passing Interface (MPI) and Parallel Virtual Machine (PVM). It also forms the basis for visualizing parallel debugging and performance.

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22

Loyall, Joseph P., and Simon M. Kaplan. "Visual concurrent programming with Δ-grammars." Journal of Visual Languages & Computing 3, no. 2 (June 1992): 107–33. http://dx.doi.org/10.1016/1045-926x(92)90012-b.

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23

Ladret, Didier, and Michel Rueher. "VLP: a visual logic programming language." Journal of Visual Languages & Computing 2, no. 2 (June 1991): 163–88. http://dx.doi.org/10.1016/s1045-926x(05)80028-x.

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24

CITRIN, WAYNE, SORAYA GHIASI, and BENJAMIN ZORN. "VIPR and the Visual Programming Challenge." Journal of Visual Languages & Computing 9, no. 2 (April 1998): 241–58. http://dx.doi.org/10.1006/jvlc.1998.0080.

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25

Young, Mark, Danielle Argiro, and Jeremy Worley. "An object oriented visual programming language toolkit." ACM SIGGRAPH Computer Graphics 29, no. 2 (May 1995): 25–28. http://dx.doi.org/10.1145/204362.204368.

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26

Bresson, Jean, Carlos Agon, and Gérard Assayag. "Visual Lisp/CLOS programming in OpenMusic." Higher-Order and Symbolic Computation 22, no. 1 (March 2009): 81–111. http://dx.doi.org/10.1007/s10990-009-9044-x.

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27

Milicchio, Franco, Alberto Paoluzzi, and Claudio Bertoli. "A Visual Approach To Geometric Programming." Computer-Aided Design and Applications 2, no. 1-4 (January 2005): 411–19. http://dx.doi.org/10.1080/16864360.2005.10738390.

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28

Burnett, Margaret M., and Allen L. Ambler. "Interactive Visual Data Abstraction in a Declarative Visual Programming Language." Journal of Visual Languages & Computing 5, no. 1 (March 1994): 29–60. http://dx.doi.org/10.1006/jvlc.1994.1003.

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29

Bishop-Clark, Cathy. "Comparing Understanding of Programming Design Concepts Using Visual Basic and Traditional Basic." Journal of Educational Computing Research 18, no. 1 (January 1998): 37–47. http://dx.doi.org/10.2190/0fg3-bvdk-2xb9-p1f6.

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This article addresses the question of whether an introductory programming course can be taught using a Visual Language (Visual Basic) without compromising students' understanding of programming design concepts. One group of students took an introductory programming course using a text-based programming language (Qbasic) and a second group took the same course using a visual programming language (Visual Basic). At the end of the semester the two groups were compared on their understanding of the programming design concepts of sequence, selection, iteration, variables, and arrays. Based on this study with eighty-nine students, Visual Basic students master the programming design concepts at least as well as traditional BASIC students and in some cases better. Visual Basic appears to be an excellent choice for a first programming course.

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30

Al-Tahat, Khalid. "The Impact of a 3D Visual Programming Tool on Students' Performance and Attitude in Computer Programming." Journal of Cases on Information Technology 21, no. 1 (January 2019): 52–64. http://dx.doi.org/10.4018/jcit.2019010104.

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Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was explored in an introductory computer programming course using Java. Research participants were undergraduate computing students at Arab Open University – Jordan branch. Quasi-experimental design was adopted in this research, where two groups of students were chosen. The findings of this research showed that using Alice has positively impacted on students' performance and attitude towards computer programming and learning OOP concepts. The study suggests the incorporation of Alice in teaching introductory programming courses.

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31

Jehng, Jihn-Chang J., and Tak-Wai Chan. "Designing computer support for collaborative visual learning in the domain of computer programming." Computers in Human Behavior 14, no. 3 (September 1998): 429–48. http://dx.doi.org/10.1016/s0747-5632(98)00015-6.

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32

Bhujade, Moreshwar R. "Visual specification of blocks in programming languages." ACM SIGPLAN Notices 22, no. 8 (August 1987): 24–26. http://dx.doi.org/10.1145/35596.35597.

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33

BAFTIU, Naim, and Samedin KRABAJ. "Creating Prototype Virus - Destroying Files and Texts on Any Computer." PRIZREN SOCIAL SCIENCE JOURNAL 3, no. 1 (April 26, 2019): 62. http://dx.doi.org/10.32936/pssj.v3i1.78.

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When we study how viruses work and prevent them, we've developed a very simple application where we can see a prototype of a virus and virus function, as well as neutralizing a file if we want to break it down its structure at the level of the bits Purpose-Understand how a virus works by programming it in a high programming language. In our case, the C # programming language with the Visual Studio program that uses the .Net Framework. With the Windows Form Application module, the same application we are creating can also use it to neutralize a sentence if we know it is infected by interfering with the file we set up itself and by disrupting the system his Binary. Key words: Component, Virus, File, C# Programming, Visual Studio.

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34

McHenry, William K. "R-technology: A soviet visual programming environment." Journal of Visual Languages & Computing 1, no. 2 (June 1990): 199–212. http://dx.doi.org/10.1016/s1045-926x(05)80016-3.

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35

Landay, James A. "Tools review: Serius—a visual programming environment." Journal of Visual Languages & Computing 2, no. 3 (September 1991): 297–303. http://dx.doi.org/10.1016/s1045-926x(06)80010-8.

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36

Shimomura, Takao. "Visual design and programming for Web applications." Journal of Visual Languages & Computing 16, no. 3 (June 2005): 213–30. http://dx.doi.org/10.1016/j.jvlc.2004.08.005.

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37

Tekli, Gilbert, Richard Chbeir, and Jacques Fayolle. "A visual programming language for XML manipulation." Journal of Visual Languages & Computing 24, no. 2 (April 2013): 110–35. http://dx.doi.org/10.1016/j.jvlc.2012.11.001.

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38

Burnett, Margaret M., and Marla J. Baker. "A Classification System for Visual Programming Languages." Journal of Visual Languages & Computing 5, no. 3 (September 1994): 287–300. http://dx.doi.org/10.1006/jvlc.1994.1015.

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39

KIPER, JAMES D., ELIZABETH HOWARD, and CHUCK AMES. "Criteria for Evaluation of Visual Programming Languages." Journal of Visual Languages & Computing 8, no. 2 (April 1997): 175–92. http://dx.doi.org/10.1006/jvlc.1996.0034.

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40

AMBLER, ALLEN, and ANDREW BROMAN. "Formulate Solution to the Visual Programming Challenge." Journal of Visual Languages & Computing 9, no. 2 (April 1998): 171–209. http://dx.doi.org/10.1006/jvlc.1998.0076.

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41

HEGER, NIKOLAUS, ALLEN CYPHER, and DAVID C. SMITH. "Cocoa at the Visual Programming Challenge 1997." Journal of Visual Languages & Computing 9, no. 2 (April 1998): 151–69. http://dx.doi.org/10.1006/jvlc.1998.0079.

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42

WIRTZ, GUIDO, and KANG ZHANG. "Visual Methods for Parallel and Distributed Programming." Journal of Visual Languages & Computing 12, no. 2 (April 2001): 123–25. http://dx.doi.org/10.1006/jvlc.2000.0190.

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43

PHILIPPI, STEPHAN. "Visual Programming of Concurrent Object-Oriented Systems." Journal of Visual Languages & Computing 12, no. 2 (April 2001): 127–43. http://dx.doi.org/10.1006/jvlc.2000.0192.

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44

Onions, T. "Review: Programming Microsoft Visual Interdev 6.0." Computer Bulletin 41, no. 5 (September 1, 1999): 31. http://dx.doi.org/10.1093/combul/41.5.31.

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45

Moth, D. "Review: COM+ Programming with Visual Basic." Computer Bulletin 43, no. 6 (November 1, 2001): 31. http://dx.doi.org/10.1093/combul/43.6.31-a.

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46

Lazzarini, Victor. "The Development of Computer Music Programming Systems." Journal of New Music Research 42, no. 1 (March 2013): 97–110. http://dx.doi.org/10.1080/09298215.2013.778890.

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47

Kanika, Shampa Chakraverty, and Pinaki Chakraborty. "Tools and Techniques for Teaching Computer Programming: A Review." Journal of Educational Technology Systems 49, no. 2 (May 27, 2020): 170–98. http://dx.doi.org/10.1177/0047239520926971.

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Courses on computer programming are included in the curricula of almost all engineering disciplines. We surveyed the research literature and identified the techniques that are commonly used by instructors for teaching these courses. We observed that visual programming and game-based learning can enhance computational thinking and problem-solving skills in students and may be used to introduce them to programming. Robot programming may be used to attract students to programming, but the success of this technique is subjected to the availability of robots. Pair and collaborative programming allows students to learn from one another and write efficient programs. Assessment systems help instructors in evaluating programs written by students and provide them with timely feedback. Furthermore, an analysis of citations showed that Scratch is the most researched tool for teaching programming. We discuss how these techniques may be used to teach introductory courses, advanced courses, and massive open online courses on programming.

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48

Davis, Daniel, Jane Burry, and Mark Burry. "Understanding Visual Scripts: Improving Collaboration through Modular Programming." International Journal of Architectural Computing 9, no. 4 (December 2011): 361–75. http://dx.doi.org/10.1260/1478-0771.9.4.361.

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Modularisation is a well-known method of reducing code complexity, yet architects are unlikely to modularise their visual scripts. In this paper the impact that modules used in visual scripts have on the architectural design process is investigated with regard to legibility, collaboration, reuse and design modification. Through a series of thinking-aloud interviews, and through the collaborative design and construction of the parametric Dermoid pavilion, modules are found to impact the culture of collaborative design in architecture through relatively minor alterations to how architects organise visual scripts.

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49

Fanchamps, Nardie L. J. A., Lou Slangen, Marcus Specht, and Paul Hennissen. "The Impact of SRA-Programming on Computational Thinking in a Visual Oriented Programming Environment." Education and Information Technologies 26, no. 5 (June 28, 2021): 6479–98. http://dx.doi.org/10.1007/s10639-021-10578-0.

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AbstractVisual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-programming originates from the programming of tangible robots, but can also be of equal value in visual programming with on-screen output. The underlying rationale is that programming in a visual programming environment using SRA leads to more understanding of the computational concepts addressed, resulting in a higher level of computational skill compared to visual programming without the application of SRA. Furthermore, it has been hypothesised that if pupils in a visual programming environment can anticipate unforeseen events and solve programming tasks by applying SRA, they will be better able to solve complex computational thinking tasks. To establish if characteristic differences in the development of computational thinking can be measured when SRA-programming is applied in a visual programming environment with an on-screen output, we assessed the applicability of SRA-programming with visual output as the main component of the execution of developed code. This research uses a pre-test post-test design that reveals significant differences in the development of computational thinking in two treatment conditions. To assess CT, the Computational Thinking Test (CTt) was used. Results show that when using SRA-programming in a visual programming environment it leads to an increased understanding of complex computational concepts, which results in a significant increase in the development of computational thinking.

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50

Saito, Daisuke, Hironori Washizaki, and Yoshiaki Fukazawa. "Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners." Journal of Information Technology Education: Research 16 (2017): 209–26. http://dx.doi.org/10.28945/3775.

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Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners). Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods. Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture. Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning. Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming; (2) The number of operations and input quantity influence both groups; (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners. Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming. Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming.

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