A Visual Programming Language for Data Flow Systems

The concept of visual programming languages is described and some necessary terms are defined. The value of visual languages is presented and a number of different visual languages are described. Various issues, such as user interface design, are discussed. As an example of a visual programming language, a graphical data flow programming environment is developed for the Macintosh workstation which functions as a preprocessor to a data flow simulator developed at RIT. Examples are presented demonstrating the use of the language environment. Issues related to the development of the programming environment are described and conclusions regarding the development of visual programming languages in general are presented

A Programming Environment for Visual Block-Based Domain-Specific Languages

AbstractVisual block-based programming is useful for various users such as novice programmers because it provides easy operations and improves the readability of programs. Also, in programming education, it is known to be effective to initially present basic language features and then gradually make more advanced features available. However, the cost of implementing such visual block-based languages remains a challenge. In this paper, we present a programming environment for providing visual block-based domain- specific languages (visual DSLs) that are translatable into various programming languages. In our environment, programs are built by combining visual blocks expressed in a natural language. Blocks represent program elements such as operations and variables. Tips represent snippets, and macro blocks represent procedures. Using Tips and macros make code more abstract, and reduce the number of blocks in code. Visual DSLs can be a front-end for various languages. It can be easily restricted and extended by adding and deleting blocks. We applied our programming environment to Processing, an educational programming language for media art. We show that the environment is useful for novice programmers who learn basic concepts of programming and the features of Processing

Towards Syntax-Aware Editors for Visual Languages

AbstractEditors for visual languages should provide a user-friendly environment supporting end users in the composition of visual sentences in an effective way. Syntax-aware editors are a class of editors that prompt users into writing syntactically correct programs by exploiting information on the visual language syntax. In particular, they do not constrain users to enter only correct syntactic states in a visual sentence. They merely inform the user when visual objects are syntactically correct. This means detecting both syntax and potential semantic errors as early as possible and providing feedback on such errors in a non-intrusive way during editing. As a consequence, error handling strategies are an essential part of such editing style of visual sentences.In this work, we develop a strategy for the construction of syntax-aware visual language editors by integrating incremental subsentence parsers into free-hand editors. The parser combines the LR-based techniques for parsing visual languages with the more general incremental Generalized LR parsing techniques developed for string languages. Such approach has been profitably exploited for introducing a noncorrecting error recovery strategy, and for prompting during the editing the continuation of what the user is drawing

Visual Programming Language for Tacit Subset of J Programming Language

Visual programming is the idea of using graphical icons to create programs. I take a look at available solutions and challenges facing visual languages. Keeping these challenges in mind, I measure the suitability of Blockly and highlight the advantages of using Blockly for creating a visual programming environment for the J programming language. Blockly is an open source general purpose visual programming language designed by Google which provides a wide range of features and is meant to be customized to the user’s needs. I also discuss features of the J programming language that make it suitable for use in visual programming language. The result is a visual programming environment for the tacit subset of the J programming language

Generation of Simulation Views for Domain Specic Modeling Languages based on the Eclipse Modeling Framework

The generation of tools for domain specific modeling languages (DSMLs) is a key issue in model-driven development. Various tools already support the generation of domain-specific visual editors from models, but tool generation for visual behavior modeling languages is not yet supported in a satisfactory way. In this paper we propose a generic approach to specify DSML environments visually by models and transformation rules based on the Eclipse Modeling Framework (EMF). Editing rules define the behavior of generated visual editors, whereas simulation rules describe a model's operational semantics. From a DSML definition (model and transformation rules), an Eclipse plug-in is generated, implementing a visual DSML environment including an editor and (possibly multiple) simulators for different simulation views on the model. We present the basic components of Tiger2, our EMF-based generation environment, and demonstrate the environment generation process for a small DSML modeling the behavior of ants in an ant hill

Object Oriented and Rule-based Design of Visual Languages using Tiger

In this paper we present the state-of-the-art of the TIGER environment for the generation of visual editor plug-ins in Eclipse, with the focus on its Designer component, a visual environment for object oriented and rule-based design of visual languages. Based on an alphabet for finite automata we show how a visual language can be designed by defining the abstract and concrete syntax of the visual language and syntax directed editing operations in the generated editor plug-in. For the graphical layout we use the Graphical Editing Framework (GEF) of ECLIPSE which offers an efficient and standardized way for graphical layouting

LittleC.js: A Lightweight, Minimal, Extensible, and Embeddable JavaScript Implementation of the C Programming Language

Visual block languages have introduced new ways of learning computer languages. New Integrated development environments (IDEs) for standard programming languages such as C or SQL have been developed, derived from block languages and based on the metaphor of building blocks. New online IDEs, mostly used in online courses, have then made programming with standard, text-based programming languages such as C or Java, as easy as possible. Nonetheless, a gap still exists between learning computer programming in a Visual environment based on the block metaphor and a standard environment for a text-based programming language. In this paper, we propose a lightweight integrated development environment, developed for an Introductory Computer Programming course at the Faculty of Engineering of Cagliari, which can be used to gradually introduce students to the C programming language. The tool can be easily embedded in online resources that can also be accessed via mobile devices

A Study on the Suitability of Visual Languages for Non-Expert Robot Programmers

A visual programming language allows users and developers to create programs by manipulating program elements graphically. Several studies have shown the bene ts of visual languages for learning purposes and their applicability to robot programming. However, at present, there are not enough comparative studies on the suitability of textual and visual languages for this purpose. In this paper, we study if, as with a textual language, the use of a visual language could also be suitable in the context of robot programming and, if so, what the main advantages of using a visual language would be. For our experiments, we selected a sample of 60 individuals among students with adequate knowledge of procedural programming, that was divided into three groups. For the rst group of 20 students, a learning scenario based on a textual objectoriented language was used for programming a speci c commercial robotic ball with sensing, wireless communication, and output capabilities, whereas for the second and the third group, two learning scenarios based on visual languages were used for programming the robot. After taking a course for programming the robot in the corresponding learning scenario, each group was evaluated by completing three programming exercises related to the robot features (i.e. motion, lighting, and collision detection). Our results show that the students that worked with visual languages perceived a higher clarity level in their understanding of the course exposition, and a higher enjoyment level in the use of the programming environment. Moreover, they also achieved an overall better mark

Generating collaborative systems for digital libraries: A model-driven approach

This is an open access article shared under a Creative Commons Attribution 3.0 Licence (http://creativecommons.org/licenses/by/3.0/). Copyright @ 2010 The Authors.The design and development of a digital library involves different stakeholders, such as: information architects, librarians, and domain experts, who need to agree on a common language to describe, discuss, and negotiate the services the library has to offer. To this end, high-level, language-neutral models have to be devised. Metamodeling techniques favor the definition of domainspecific visual languages through which stakeholders can share their views and directly manipulate representations of the domain entities. This paper describes CRADLE (Cooperative-Relational Approach to Digital Library Environments), a metamodel-based framework and visual language for the definition of notions and services related to the development of digital libraries. A collection of tools allows the automatic generation of several services, defined with the CRADLE visual language, and of the graphical user interfaces providing access to them for the final user. The effectiveness of the approach is illustrated by presenting digital libraries generated with CRADLE, while the CRADLE environment has been evaluated by using the cognitive dimensions framework