Relevant bibliographies by topics / Visual programming tools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Visual programming tools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Visual programming tools"

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

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Voluiko, Maryna Mykolaivna, and Yurii Oleksiiovych Onykiienko. "Visual Programming Tools for Creating Video Effects." Electronic and Acoustic Engineering 2, no. 4 (2019): 46–51. http://dx.doi.org/10.20535/2617-0965.2019.2.4.163663.

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Vasilopoulos, Ioannis V., and Paul van Schaik. "Koios: Design, Development, and Evaluation of an Educational Visual Tool for Greek Novice Programmers." Journal of Educational Computing Research 57, no. 5 (2018): 1227–59. http://dx.doi.org/10.1177/0735633118781776.

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This article discusses the design and implementation of a new programming tool for Greek novices as a means to improve introductory programing instruction in Greece. We implemented Koios, a new highly interactive and visual programming tool for Greek novices, based on the body of research in the field of psychology of programming. The main contribution of this article is the empirical demonstration of the benefit of this tool in novice programming, compared with two other popular programming tools for Greek novices. The results show that users of Koios performed significantly better than users of the other two programming tools.
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Hu, Yue, Cheng-Huan Chen, and Chien-Yuan Su. "Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis." Journal of Educational Computing Research 58, no. 8 (2020): 1467–93. http://dx.doi.org/10.1177/0735633120945935.

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Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g = 0.37; random-effects model g = 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided.
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Spies, Wayne, Lee Wittenberg, Robert Workman, and Baarry Burd. "Visual programming tools in the C.S. curriculum (panel)." ACM SIGCSE Bulletin 29, no. 1 (1997): 388–89. http://dx.doi.org/10.1145/268085.268240.

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Falgenti, Kursehi. "Studi Komparatif Program Visual Dinamis untuk Pembelajaran Algoritma dan Pemograman Berorientasi Objek." Journal of Applied Computer Science and Technology 1, no. 1 (2020): 38–43. http://dx.doi.org/10.52158/jacost.v1i1.53.

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As beginners, many first-year students have difficulty understanding object-oriented programming material. To help students learn algorithmic and object-oriented programming material researchers have developed visual programming (PV). Visual programming is a tool to facilitate learning programming. The concept of learning to use PV visualizes the work processes of algorithms and programming. This research aims to compare three dynamic PV tools for object-oriented learning programming that are the most studied. To determine the PV to be compared, a survey was conducted in an online journal database, such as IEEE explore, ACM, and several well-known online publishers. From the survey results, three dynamic PVs were chosen, most widely discussed, namely Jeliot 3, Ville and Jive. All three tools are installed and studied. Comparison results show that each dynamic PV has advantages on certain characteristics. The instructor can choose visual programming by considering the advantages of each PV.
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Paramonov, A. V. "ADVANCED TOOLS OF DECLARATIVE PLC PROGRAMMING USING VISUAL MODELS." Scientific and Technical Volga region Bulletin 8, no. 5 (2018): 239–41. http://dx.doi.org/10.24153/2079-5920-2018-8-5-239-241.

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Moustaka, Eleni, and Antonia Plerou. "Visual Programming Tools Implementation for Educational Cultural Heritage Promotion." European Journal of Engineering Research and Science, CIE (March 8, 2018): 60. http://dx.doi.org/10.24018/ejers.2018.0.cie.646.

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Nowadays, mobile devices are considered to be a powerful and portable tool for assisting people dealing with daily life issues. With the advance of mobile technology, the issue of mobile learning has been broadly explored in e-learning research. Several researchers and educators use pedagogical and technical strengths of mobile technology into learning environments. In this paper, an educational mobile-based application is described in order to promote Corfu’s Old town cultural heritage. The proposed educational mobile based application was pilot-tested in forty-five postgraduate students at Ionian University during cultural heritage courses. The students used a mobile-based educational environment in order to augment their heritage cultural perception and knowledge. The case study results suggest an enhanced perception of the educational content as well as a significantly increased acceptance of the education approach within the role of mobile technology in higher education.
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Figueroa, Pablo A. "Visual Programming for Virtual Reality Applications Based on InTml." Journal on Interactive Systems 3, no. 1 (2012): 1. http://dx.doi.org/10.5753/jis.2012.607.

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This paper presents our work on a visual programming environment (VPE) for portable, implementation-independent, virtual reality (VR) applications. Previously, we have defined InTml, the Interaction Techniques Markup Language , a domain specific language for VR applications, and some initial, command-line based development tools. By using the concept of Model Driven Development (MDD) and with the aid of tools from the Eclipse Graphical Modeling Project (GMF), we built an IDE for VR applications, that allows the visual description of components, application creation, and code generation to targeted runtime environments in C++, Java, and ActionScript. We report some advantages and shortcomings in this approach for tool development, some results from our preliminary user studies and lessons learned. In general, an MDD based approach to VPE is challenging both in terms of learning curve and usability of the final IDE.
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TÓTH, TOMÁŠ, and GABRIELA LOVÁSZOVÁ. "VISUAL VS. TEXTUAL PROGRAMMING: A CASE STUDY ON MOBILE APPLICATION PROGRAMMING BY TEENAGERS." AD ALTA: 11/01 11, no. 1 (2021): 337–47. http://dx.doi.org/10.33543/1101337347.

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Choosing the right way of programming can prevent learning difficulties, contribute to increasing students’ motivation to learn, and make teaching process more effective. The article is focused on assessing which way of programming, visual or textual, is appropriate for intermediate and advanced learners in the context of creating mobile applications. Three ways of programming were examined during an extracurricular programming course for teenagers aged 12-18 with previous programming experience and positive attitude to programming. The course was aimed at programming mobile applications. MIT App Inventor 2 as a visual programming tool and Android Studio with Java as a textual programming tool were chosen. Due to the gap between two programming tools, the method of transition from visual to textual programming using Java Bridge Code Generator and Java Bridge Library as mediators was implemented. The research results are based on the analysis of data obtained from participatory observations, interviews with students, questionnaires and source codes of applications created by students. The case study shows a difference in students’ performance between visual and textual programming in favour of visual programming. However, the difference in students' attitudes toward visual and textual programming was the opposite in favour of textual programming, regardless of age and learning performance. These results suggest that App Inventor visual programming environment is advantageous at the beginning of learning programming, but may be perceived as too limited and not enough motivating for intermediate and advanced students, even though programming in Android Studio professional text-based environment is too challenging for them.
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Dissertations / Theses on the topic "Visual programming tools"

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Msiska, Mwawi Fred. "A visual programming environment for authoring ASD therapy tools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17939.

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Thesis (MSc)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: 3D virtual environments can be used as therapy tools in patients with autism spectrum disorders (ASDs); however, the development of such tools is time-consuming. A 3D virtual environment development platform for such tools has been developed specifically for the South African context, because of the language and culture sensitivity of these therapy tools. The 3D virtual environment development platform has a Lua scripting interface for specifying logic in the virtual environments. Lua is a textual programming language, and presents a challenge to ASDs therapists’ ability to create therapy tools without engaging an expert programmer. The aim of this research was to investigate the design and implementation of a visual programming environment to support non-expert programmers in scripting within the 3D virtual environment development platform. Various visual program representation techniques, reported in the literature, were examined to determine their appropriateness for adoption in our design. A visual programming language based on the “building-block” approach was considered the most suitable. The research resulted in the development of a visual script editor (VSE), based on an open source framework called the OpenBlocks library. The VSE successfully alleviated the syntax burden that textual programming languages place on non-expert programmers. The fitness of purpose of our VSE was exemplified in a sample 3D virtual environment that was scripted using the VSE. Despite the success, we argue that the applicability of the “building-block” approach is limited to domain-specific programming languages due to the absence of visual expressions for defining user-defined types, and for specifying hierarchy.<br>AFRIKAANSE OPSOMMING: Geen opsomming
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Kelner, Judith. "Using directed graphs for software visualisation." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334043.

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Vasilopoulos, Ioannis Vasileiou. "The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students." Thesis, Teesside University, 2014. http://hdl.handle.net/10149/347149.

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This thesis reports a research project that aims to improve the teaching and learning of introductory programming from a pedagogical and psychological viewpoint. Towards this aim, seven principles for designing educational programming tools for novices were identified by reviewing literature regarding novices’ difficulties and using a theoretical framework defined by the psychological theories of Constructivism and Cognitive Load Theory. This set of design principles was not only theoretically identified, but its pedagogical impact was also empirically tested. For this reason, Koios, a new programming tool, was designed and developed as a manifestation of the combined set of principles. Empirical studies were conducted by a way of a quasi-experimental design in two different Greek secondary-education institutions. The independent variable was compliance with the set of the seven principles. Students’ level of programming skills (procedural knowledge) was the dependent variable, while the quality of their mental models in the domain of introductory programming (declarative knowledge) was the potential mediator. The effect of compliance with the set of principles on students’ programming skills and mental-model quality was explored via Koios’ evaluation. Declarative- and procedural-knowledge measurements, as well as a practical test, were used to collect data, which were analysed using ANOVA and hierarchical multiple regression. The major conclusions drawn from this study are:(a) compliance with the set of design principles does not affect the development of novices’ procedural and declarative programming knowledge, (b) a programming tool that highly complies with this set facilitates novices in the application of their procedural programming knowledge during program creation and (c) programming tools, declarative and procedural knowledge are independent components in learning to program. However, it was also concluded that the two knowledge types and a programming tool that highly complies with the set contribute significantly to novices’ programming performance. This study contributes to knowledge by theoretically identifying and empirically testing a set of design principles for educational programming software, and by producing and scientifically evaluating a programming tool as an embodiment of this set. Through this evaluation, the suggestion of Koios as a practically useful programming tool for novices seems to be well supported.
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Lewis, Whitney E. "Design Scaffolding for Computational Making in the Visual Programming Tool ARIS." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7235.

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In this thesis, I explore how design scaffolds, or (i.e., intellectual supports) can assist learners engaging with computational making processes. Computational making combines programming with artifact production. Due to the complexity of tasks involved in computational making, there is an increasing need to explore and develop support systems for learners engaging with computational making. With $3,000 funding from Utah State University’s College of Education and Human Services, an undergraduate researcher and I, who both have experience with youth and computational making research, explored how design scaffolds impact youth engaging with computational making processes. To do so, we held a workshop where 11 learners (11 female, ages 11-16) used ARIS, a platform designed for non-programmers to create mobile games. In addition, we interviewed five ARIS designers who were able to evaluate our design scaffolds. We provide insights for improving the use of design scaffolds in computational making with ARIS specifically that also apply broadly to computational making processes. Moreover, we developed an ARIS course that teaches educators to use a design scaffold tool for ARIS. This research provides immediate benefits for educators who access the ARIS course and researchers seeking to improve upon design scaffold research for computational making processes.
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Hasslund, Mikael. "Analysis and improvement of tools used in a game-pipeline." Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12548.

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<p>Tools development is a sometimes overlooked process that is crucial for developing high quality games. The experience of the users will vary which makes usability an important issue as well as having good guidelines for communications and development of user interfaces. This report presents the development process of two different tools used in production of high-quality projects at Avalanche Studios and describes both the added functionality as well as the methods used to provide them.</p><br><p>Programmering av verktyg är en process som ofta är förbisedd men som är mycket viktig för utvecklingen av hög-kvalitativa spel. Den varierande kunskapsnivån hos användare gör att det är viktigt att fokusera på användarbarheten samt även ha bra riktlinjer för kommunikationer och utvecklingen av användargränssnitt. Den här rapporten presenterar hela utvecklingsprocessen av två olika verktyg som används vid utveckling av högkvalitativa projekt vid Avalanche Studios, och går igenom både ny funktionalitet samt även använda metoder för att uppnå detta.</p>
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De, Oliveira Clarissa C. "Designing educational programming tools for the blind: mitigating the inequality of coding in schools." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22653.

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This design-based research provides design considerations for developing educational tools for teaching programming to blind primary schoolers, as an effort towards more inclusive classrooms, given that the tools available today are not accessible to these students. Existing tools were analyzed and tested, and co-design practices were applied in exploring ‘instructions’ as a main logic operation for computer programming, through experimenting with diverse types of interfaces, having visually impaired participants at the center of the process. Physical and mental patterns, relevant for improving the accessibility of such tools, are unveiled and further discussed in this study.
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McClure, Kerry S. "The use of object-oriented tools in the development of a pilot's vision simulation program to aid in the conceptual design of aircraft." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07292009-090340/.

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Belich, Jerald. "Designing Toolsets for Improving the Accessibility of Immersive Technology." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720229902984.

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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.
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Leppan, Ronald George. "The impact of an in-depth code comprehension tool in an introductory programming module." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/847.

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Reading and understanding algorithms is not an easy task and often neglected by educators in an introductory programming course. One proposed solution to this problem is the incorporation of a technological support tool to aid program comprehension in introductory programming. Many researchers advocate the identification of beacons and the use of chunking as support for code comprehension. Beacon recognition and chunking can also be used as support in the teaching model of introductory programming. Educators use a variety of different support tools to facilitate program comprehension in introductory programming. Review of a variety of support tools fails to deliver an existing tool to support a teaching model that incorporates chunking and the identification of beacons. The experimental support tool in this dissertation (BeReT) is primarily designed to encourage a student to correctly identify beacons within provided program extracts. BeReT can also be used to allow students to group together related statements and to learn about plans implemented in any semantically and syntactically correct algorithm uploaded by an instructor. While these requirements are evident in the design and implementation of BeReT, data is required to measure the effect BeReT has on the indepth comprehension of introductory programming algorithms. A between-groups experiment is described which compares the program comprehension of students that used BeReT to study various introductory algorithms, with students that relied solely on traditional lecturing materials. The use of an eye tracker was incorporated into the empirical study to visualise the results of controlled experiments. The results indicate that a technological support tool like BeReT can have a significantly positive effect on student comprehension of algorithms traditionally taught in introductory programming. This research provides educators with an alternative way for the incorporation of in-depth code comprehension skills in introductory programming.
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Books on the topic "Visual programming tools"

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Ingres user guide: Visual programming tools. Prentice Hall, 1991.

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1945-, Mansfield Richard, ed. Visual Basic .NET: Power tools. SYBEX, 2004.

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Inc, ebrary, ed. VSTO 3.0 for Office 2007 programming: Get to grips with programming Office 2007 using Visual studio tools for Office. Packt Pub., 2009.

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Mansfield, Richard. Visual BASIC power toolkit: Cutting-edge tools and techniques for programmers. Ventana Press, 1995.

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Scott Hiller's COM+ programming with Visual Basic. Sams, 2000.

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TOOLS, (Conference) (13th 1994 Versailles France). Technology of object-oriented languages and systems, TOOLS 13: Proceedings of the thirteenth international conference, TOOLS Europe '94, Versaille, France. Prentice Hall, 1994.

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Draxler, Laura B. Windows programming under the hood of MFC: With a quick tour of Visual C++ tools. Prentice Hall PTR, 1998.

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Windows multi-DBMS programming: Using C++, Visual Basic, ODBC, OLE2, and tools for DBMS projects. Wiley, 1995.

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Eric, Lippert, ed. Visual studio tools for office: Using C# with Excel, Word, Outlook, and InfoPath. Addison-Wesley, 2006.

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Sams teach yourself game programming with Visual Basic in 21 days. Sams, 2001.

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Book chapters on the topic "Visual programming tools"

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Weber, Matthias, Ronny Brendel, Michael Wagner, Robert Dietrich, Ronny Tschüter, and Holger Brunst. "Visual Comparison of Trace Files in Vampir." In Programming and Performance Visualization Tools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17872-7_7.

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Bergel, Alexandre, Abhinav Bhatele, David Boehme, et al. "Visual Analytics Challenges in Analyzing Calling Context Trees." In Programming and Performance Visualization Tools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17872-7_14.

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Ng, Keng, Jeff Kramer, Jeff Magee, and Naranker Dulay. "A Visual Approach to Distributed Programming." In Tools and Environments for Parallel and Distributed Systems. Springer US, 1996. http://dx.doi.org/10.1007/978-1-4615-4123-3_2.

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Bouvier, Pascal. "Visual Tools to Debug Prolog IV Programs." In Analysis and Visualization Tools for Constraint Programming. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/10722311_7.

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Khowaja, Kamran, and Sumanta Guha. "Visual Agent Programming (VAP): An Interactive System to Program Animated Agents." In Human Interface and the Management of Information. Methods, Techniques and Tools in Information Design. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73345-4_74.

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Schulte, Christian. "Oz Explorer: A visual constraint programming tool." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61756-6_108.

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Obu, Yuka, Kazuhiro Maruo, Tatsuhiro Yonekura, Masaru Kamada, and Shusuke Okamoto. "State-Transition Diagram for Visual Programming Tool GUEST." In Lecture Notes in Business Information Processing. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01344-7_16.

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Corcella, Luca, Marco Manca, Fabio Paternò, and Carmen Santoro. "A Visual Tool for Analysing IoT Trigger/Action Programming." In Human-Centered Software Engineering. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05909-5_11.

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Hsu, Sheng-Yi, Yuan-Fu Lou, Shing-Yun Jung, and Chuen-Tsai Sun. "Shelves: A User-Defined Block Management Tool for Visual Programming Languages." In Human-Computer Interaction – INTERACT 2017. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67687-6_22.

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Utreras, Emmanuel, and Enrico Pontelli. "Design of a Tangible Programming Tool for Students with Visual Impairments and Low Vision." In Universal Access in Human-Computer Interaction. Applications and Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49108-6_22.

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Conference papers on the topic "Visual programming tools"

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"Visual programming tools." In 2008 IEEE Symposium on Visual Languages and Human-Centric Computing. IEEE, 2008. http://dx.doi.org/10.1109/vlhcc.2008.4639071.

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Schmucker, Kurt J. "Rapid prototyping using visual programming tools." In Conference companion. ACM Press, 1996. http://dx.doi.org/10.1145/257089.257368.

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Edwards, S. "Visual programming: Tips and techniques - Using VisuAlage for Java." In Proceedings of TOOLS Europe '99: Technology of Object Oriented Languages and Systems. 29th International Conference. IEEE, 1999. http://dx.doi.org/10.1109/tools.1999.779102.

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Diprose, James P. "Tools for programming human robot interaction." In 2014 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2014. http://dx.doi.org/10.1109/vlhcc.2014.6883046.

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Spies, Wayne, Lee Wittenberg, Robert Workman, and Baarry Burd. "Visual programming tools in the C.S. curriculum (panel)." In the twenty-eighth SIGCSE technical symposium. ACM Press, 1997. http://dx.doi.org/10.1145/268084.268240.

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Plaza, Pedro, Manuel Castro, Jose Manuel Saez-Lopez, et al. "Promoting Computational Thinking through Visual Block Programming Tools." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453903.

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Beth Kery, Mary. "Tools to support exploratory programming with data." In 2017 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2017. http://dx.doi.org/10.1109/vlhcc.2017.8103490.

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Henshaw, Philip D., and Norman R. Guivens, Jr. "Visual programming interface for optics, detector, and signal processor modeling." In Optical Tools for Manufacturing and Advanced Automation, edited by Donald J. Svetkoff. SPIE, 1994. http://dx.doi.org/10.1117/12.169354.

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Melo, Julio, Melquiades Fidelis, Sidney Alves, Ulisses Freitas, and Rummenigge Dantas. "A comprheensive review of Visual Programming Tools for Arduino." In 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE). IEEE, 2020. http://dx.doi.org/10.1109/lars/sbr/wre51543.2020.9307023.

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Melo, Julio, Melquiades Fidelis, Sidney Alves, Ulisses Freitas, and Rummenigge Dantas. "A comprheensive review of Visual Programming Tools for Arduino." In 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE). IEEE, 2020. http://dx.doi.org/10.1109/lars/sbr/wre51543.2020.9307023.

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Reports on the topic "Visual programming tools"

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Beguelin, Adam, and Gary Nutt. Visual Parallel Programming with Determinacy: A Language Specification, an Analysis Technique, and a Programming Tool. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada267560.

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