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Artículos de revistas sobre el tema "Visual programming (Computer science)"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

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

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2

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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3

Chien-Hsing Huang. "Programming Teaching in the Era of Artificial Intelligence." Eximia 13 (July 6, 2024): 583–89. http://dx.doi.org/10.47577/eximia.v13i1.488.

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With the development of science and technology, computer applications are changing with each passing day, changing our lives in all aspects. Computers have become an indispensable tool in life, and learning programming languages to operate computers has become a major focus of education. From low-level languages to high-level languages to visual programming languages, and finally to generative artificial intelligence to generate code. Program development tools are constantly updated as computers advance. This has the benefit of lowering barriers to learning, but also results in a weaker unders

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4

João, Nuno, Fábio, and Ana. "A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers." Education Sciences 9, no. 3 (July 12, 2019): 181. http://dx.doi.org/10.3390/educsci9030181.

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In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. T

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5

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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6

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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7

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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8

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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9

Damanik, Abdi Rahim, Zulia Almaida Siregar, Susiani Susiani, and Indra Gunawan. "Pelatihan Peningkatan Kompetensi Programming Berbasis Desktop Menggunakan Software Visual Studio Net Pada SMK Swasta Islam Proyek UISU Siantar." Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) 3, no. 1 (April 30, 2023): 121–27. http://dx.doi.org/10.55606/jpkmi.v3i1.1393.

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Technology in this era is growing rapidly, especially in the field of computers and technology. Where we can see that these developments can facilitate the work of humans or employees and employees. In the education sector, computer science is needed so that teachers can easily provide up-to-date material and are not left behind in today's very rapid technological developments. For this reason, training on programming-based computer science is needed. Many teachers or employees in their understanding of knowing computers are only limited to Ms. Because of that, Office is often used in daily ac

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10

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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11

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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12

DeLozier, Christian, and James Shey. "Using Visual Programming Games to Study Novice Programmers." International Journal of Serious Games 10, no. 2 (June 7, 2023): 115–36. http://dx.doi.org/10.17083/ijsg.v10i2.577.

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Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to s

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13

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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14

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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15

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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16

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

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17

Mountapmbeme, Aboubakar, Obianuju Okafor, and Stephanie Ludi. "Addressing Accessibility Barriers in Programming for People with Visual Impairments: A Literature Review." ACM Transactions on Accessible Computing 15, no. 1 (March 31, 2022): 1–26. http://dx.doi.org/10.1145/3507469.

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Accessibility issues with programming languages and programming environments pose a major barrier for students with visual impairments to participate in computing related courses as well as threatens the productivity of professional programmers with visual impairments. To remedy this, the past two decades have witnessed an increase in accessibility research designed to investigate and address the challenges faced by people with visual impairments while programming or learning how to program. We conducted a literature review of accessibility research in this domain. The aim was to identify, agg

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18

Batiha, Qais, Noraidah Sahari, Nazatul Aini, and Noorazean Mohd. "Adoption of Visual Programming Environments in Programming Learning." International Journal on Advanced Science, Engineering and Information Technology 12, no. 5 (September 6, 2022): 1921. http://dx.doi.org/10.18517/ijaseit.12.5.15500.

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19

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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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

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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22

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

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23

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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24

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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25

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

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26

De Luca, Gennaro, Zhongtao Li, Sami Mian, and Yinong Chen. "Visual programming language environment for different IoT and robotics platforms in computer science education." CAAI Transactions on Intelligence Technology 3, no. 2 (June 2018): 119–30. http://dx.doi.org/10.1049/trit.2018.0016.

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27

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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28

Arpaci, Ibrahim, Pınar Onay Durdu, and Alev Mutlu. "The Role of Self-Efficacy and Perceived Enjoyment in Predicting Computer Engineering Students' Continuous Use Intention of Scratch." International Journal of E-Adoption 11, no. 2 (July 2019): 1–12. http://dx.doi.org/10.4018/ijea.2019070101.

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Scratch has been implemented as a preliminary programming environment to improve students' programming experience, motivation, and success in the Computer Science (CS) or Engineering departments. Acceptance and use of this visual programming environment by CS or Engineering students is a significant research area. Accordingly, this study investigated acceptance and use of Scratch programming environment by developing a theoretical model based on the Technology Acceptance Model (TAM). Structural equation modelling approach was used to validate the research model based on data collected from a s

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29

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

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30

Wang, Jinying, and Jing Yang. "Multi-Threaded Data Communication in Java for Advanced Computing Environments." Scalable Computing: Practice and Experience 24, no. 4 (November 17, 2023): 1087–96. http://dx.doi.org/10.12694/scpe.v24i4.2383.

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The performance of operating systems like computers requires the proper functioning of the computer language interpreter. This interpreter follows various types of programming languages that make the performing of computer programming easy and effective. The application of the programming language of Java helps in processing multiple tasks at once. This research analyzes the novelty of Java-based data communication models in advanced computing services. This performance makes the saving of the resources used for the development of the programming language. All these development includes the pe

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31

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 (July 29, 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

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32

Al-Imamy, Samer Y. "Bridging the Gap: Template-Based Coding for Transitioning from Visual Logic to Text-Based Programming." International Journal of Information and Education Technology 14, no. 3 (2024): 435–42. http://dx.doi.org/10.18178/ijiet.2024.14.3.2064.

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Visual programming environments, which utilize visual blocks or flowcharts to represent programming logic, have emerged as a key strategy to assist novice learners in overcoming the complexities associated with text-based programming. However, transitioning from these visual representations to full-text programming often presents a significant challenge for these learners. One solution to this challenge is the use of template-based coding, which has been shown to increase performance and reduce the number of errors made by students studying computer programming. This study used an experimental

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33

Golemanova, Emilia, and Tzanko Golemanov. "Genetic Algorithms in a Visual Declarative Programming." WSEAS TRANSACTIONS ON INFORMATION SCIENCE AND APPLICATIONS 19 (June 21, 2022): 138–52. http://dx.doi.org/10.37394/23209.2022.19.14.

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mperative languages like Java, C++, and Python are mostly used for the implementation of Genetic algorithms (GA). Other programming paradigms are far from being an object of study. The paper explores the advantages of a new non-mainstream programming paradigm, with declarative and nondeterministic features, in the implementation of GA. Control Network Programming (CNP) is a visual declarative style of programming in which the program is a set of recursive graphs, that are graphically visualized and developed. The paper demonstrates how the GA can be implemented in an automatic, i.e. non-proced

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34

Hijón-Neira, Raquel, Celeste Pizarro, John French, Pedro Paredes-Barragán, and Michael Duignan. "Improving CS1 Programming Learning with Visual Execution Environments." Information 14, no. 10 (October 20, 2023): 579. http://dx.doi.org/10.3390/info14100579.

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Students in their first year of computer science (CS1) at universities typically struggle to grasp fundamental programming concepts. This paper discusses research carried out using a Java-based visual execution environment (VEE) to introduce fundamental programming concepts to CS1 students. The VEE guides beginner programmers through the fundamentals of programming, utilizing visual metaphors to explain and direct interactive tasks implemented in Java. The study’s goal was to determine if the use of the VEE in the instruction of a group of 63 CS1 students from four different groups enrolled in

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35

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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36

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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37

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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38

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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39

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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40

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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41

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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42

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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43

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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44

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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45

Buditjahjanto, I. G. P. Asto, Luthfiyah Nurlaela, Ekohariadi, and Mochamad Riduwan. "Learning Programming Technique through Visual Programming Application as Learning Media with Fuzzy Rating." International Journal of Information and Communication Technology Education 13, no. 4 (October 2017): 53–73. http://dx.doi.org/10.4018/ijicte.2017100105.

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Programming technique is one of the subjects at Vocational High School in Indonesia. This subject contains theory and application of programming utilizing Visual Programming. Students experience some difficulties to learn textual learning. Therefore, it is necessary to develop media as a tool to transfer learning materials. The objectives of this study are to determine the feasibility of learning media based on Visual Programming and to investigate the response of students who utilize the learning media. Learning media is firstly validated by experts before it is applied to students. This rese

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46

CASAKIN, HERNAN, and WEI DAI. "Visual typology in design: A computational view." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 16, no. 1 (January 2002): 3–21. http://dx.doi.org/10.1017/s0890060401020029.

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This paper investigates the use of typological knowledge in the visual modality through a computer framework that combines multidisciplinary technologies from computer science, that is, artificial intelligence, software engineering, database system, and programming language, to help provide solutions and services to building designers. The solving of design problems frequently involves visual thinking, which has to do with the intensive use of visual knowledge like pictures, images, and other types of visual displays. The recognized power of typological knowledge in design problem solving is a

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47

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 addresse

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48

Ampofo Atta Senior, Isaac. "effects of students’ perception on self-efficacy in programming courses at the tertiary institution." Ukrainian Journal of Educational Studies and Information Technology 11, no. 2 (June 30, 2023): 85–98. http://dx.doi.org/10.32919/uesit.2023.02.02.

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Programming is a difficult subject to learn and teach. When it comes to students learning basic programming information and skills, university-level introductory programming courses (Java, C++, Visual Basic, and Python) are critical. Students' achievement is negatively impacted by a negative attitude about programming. As a result, the study discovered the impact of students' perceptions in university computer programming courses. The study covered students studying Computer Science from the University of Ghana. A survey descriptive design with a quantitative technique was used in this investi

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49

Quiroz-Fabián, José L., Graciela Román-Alonso, Miguel A. Castro-García, Jorge Buenabad-Chávez, Azzedine Boukerche, and Manuel Aguilar-Cornejo. "VPPE: A Novel Visual Parallel Programming Environment." International Journal of Parallel Programming 47, no. 5-6 (June 11, 2019): 1117–51. http://dx.doi.org/10.1007/s10766-019-00639-w.

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50

Banyasad, Omid, and Philip T. Cox. "Visual Programming of Subsumption-Based Reactive Behaviour." International Journal of Advanced Robotic Systems 5, no. 4 (November 1, 2008): 42. http://dx.doi.org/10.5772/6226.

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General purpose visual programming languages (VPLs) promote the construction of programs that are more comprehensible, robust, and maintainable by enabling programmers to directly observe and manipulate algorithms and data. However, they usually do not exploit the visual representation of entities in the problem domain, even if those entities and their interactions have obvious visual representations, as is the case in the robot control domain. We present a formal control model for autonomous robots, based on subsumption, and use it as the basis for a VPL in which reactive behaviour is program

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