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Dissertations / Theses on the topic 'Visual programming tools'
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1
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
2
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.
4
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.
5
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>
6
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.
7
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.
10
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.
11
Molley, Sean. "Ta Da! - The Text Adventure Design Assistant a Visual Tool for the Development of Adventure Games." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/347.
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In this paper, I survey past and present tools available to text adventure game authors, and then describe a new product: the Text Adventure Design Assistant (TA DA!), a visual programming system for creating text adventure games. My system consists of two parts: an abstract framework which defines an archetypical game, and a user interface which allows for the construction of games in a visual manner by manipulating the elements of the abstract game to produce a concrete design. The two most popular contemporary programming languages for creating text adventure games, TADS and Inform, are compared and contrasted, and my abstract framework is adapted to both of these languages. The traditional pencil-and-paper design process used by adventure game authors is studied and its application to the development of TA DA! is described. Finally, the implications of TA DA! and similar advances in visual programming are discussed and I predict future trends in the design of both adventure games and other application domains based on this work.
12
McDermott-Wells, Patricia M. "Math in the Dark: Tools for Expressing Mathematical Content by Visually Impaired Students." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/61.
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Blind and visually impaired students are under-represented in the science, technology, engineering, and mathematics disciplines of higher education and the workforce. This is due primarily to the difficulties they encounter in trying to succeed in mathematics courses. While there are sufficient tools available to create Braille content, including the special Nemeth Braille used in the U.S. for mathematics constructs, there are very few tools to allow a blind or visually impaired student to create his/her own mathematical content in a manner that sighted individuals can use. The software tools that are available are isolated, do not interface well with other common software, and may be priced for institutional use instead of individual use. Instructors are unprepared or unable to interact with these students in a real-time manner. All of these factors combine to isolate the blind or visually impaired student in the study of mathematics. Nemeth Braille is a complete mathematical markup system in Braille, containing everything that is needed to produce quality math content at all levels of complexity. Blind and visually impaired students should not have to learn any additional markup languages in order to produce math content.
This work addressed the needs of the individual blind or visually impaired student who must be able to produce mathematical content for course assignments, and who wishes to interact with peers and instructors on a real-time basis to share mathematical content. Two tools were created to facilitate mathematical interaction: a Nemeth Braille editor, and a real-time instant messenger chat capability that supports Nemeth Braille and MathML constructs. In the Visually Impaired view, the editor accepts Nemeth Braille input, displays the math expressions in a tree structure which will allow sub-expressions to be expanded or collapsed. The Braille constructs can be translated to MathML for display within MathType. Similarly, in the Sighted view, math constructs entered in MathType can be translated into Nemeth Braille. Mathematical content can then be shared between sighted and visually impaired users via the instant messenger chat capability.
Using Math in the Dark software, blind and visually impaired students can work math problems fully in Nemeth Braille and can seamlessly convert their work into MathML for viewing by sighted instructors. The converted output has the quality of professionally produced math content. Blind and VI students can also communicate and share math constructs with a sighted partner via a real-time chat feature, with automatic translation in both directions, allowing VI students to obtain help in real-time from a sighted instructor or tutor. By eliminating the burden of translation, this software will help to remove the barriers faced by blind and VI students who wish to excel in the STEM fields of study.
13
Ferreira, António Simões. "Integration of Visual Languages with SCS tools in the Software Development Industry." Master's thesis, 2019. http://hdl.handle.net/10362/92285.
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Source Control Systems (SCS), also known as Version Control Systems (VCS), help teams
to organize and track changes in the software development process. These systems have
become vital in the software development industry as the increased growth and geographical
diversity of teams, forced them to find solutions to deal with multiple people
accessing the same pieces of software concurrently. Although for a while SCS seemed to
be coping well with the needs of software development, the rise of the low-code platforms
and Visual Programming Languages (VPLs) brought a new challenge to version control:
how to manage visual artifacts without losing SCS functionalities? The biggest cause of
this challenge is the fact that SCS are mostly oriented to work with text-based programming
languages. Thus text-oriented SCS are (in general) incapable of dealing with visual
artifacts as well as they do with text. So, to cope with the loss of SCS functionalities in
VPLs projects, teams either accept and work with this loss or are forced to come up with
a solution of their own to tackle a specific version control problem. These issues can be
found in the OutSystems platform, which is our case study.
To solve this problem, we propose a system, termed OSGit, that acts as a man-in-themiddle
between the low-code platform and the designated SCS. The proposed system will
translate the requested version control operations from the low-code platform to native
operations of the given SCS. In operations that require visual artifacts to be managed - like
applying blames - we propose the creation of metadata files. The metadata files contain
the needed information about the visual elements used to build applications in the lowcode
platform. This information is thus a compacted representation of the visual elements
through text. Therefore, using metadata files will allow the SCS to correctly handle the
required visual artifacts while integrating this system with a low-code platform or a VPL.
The produced system obtained auspicious results in the usability tests that were performed
and that featured ten OutSystems developers. They showed great satisfaction
when using OSGit and also gave suggestions for future improvements. OSGit bridges the
gap between text-based SCS and visual artifacts, which proves the possibility of integrating
these systems in the world of VPL with a high-level of user satisfaction.
14
Yu-ChengChien and 簡佑丞. "Evaluating the learning experience and performance of computational thinking with visual and tangible programming tools for elementary school students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/53wg89.
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Suresh, B. G. "RLtools : A Toolset For Visual Language Application Development Based on Relational Grammars." Thesis, 1997. http://etd.iisc.ernet.in/handle/2005/1804.
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Dwarika, Jeraline. "The use of ALICE, a visual environment for teaching and learning object-oriented programming." Diss., 2014. http://hdl.handle.net/10500/13369.
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University students learning object-oriented programming (OOP) encounter many complexities. This study undertook empirical research aimed at analysing learners’ interactions with the Alice visual programming environment, which seeks to engage and motivate learners to grasp concepts of OOP, whilst creating animated movies and video games.
A mixed-methods approach was employed, using questionnaire surveys and interviews to investigate learners’ experiences with Alice and their understanding of OOP. Findings indicated that learners lacked problem-solving abilities; were unable to grasp programming concepts on an abstract level and spent insufficient time practicing programming exercises. Alice proved to be an effective tool in helping to address these challenges and in improving learners’ grasp of OOP. Learners found Alice to have good usability.
Furthermore, test and exam results revealed a statistically significant difference between performances of learners who had been taught Alice in comparison to similar learners who were not exposed to the Alice intervention.<br>Computing<br>Information Systems<br>M. Sc. (Information systems)
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Xu, Jin Xing, and 許進興. "A visual programming tool for the design of syntax-directed pattern description languages." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/48280709356328175279.
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