VisualLISA: a visual interface for an attribute grammar based compiler-compiler

The research work that we discuss in this position paper, is concerned with the implementation of a visual front-end for LISA tool in order to make easier and more attractive the work of writing an attribute grammar for a new language. LISA (Language Implementation System based on Attribute grammars) is a compiler-compiler, or a system that generates automatically a compiler/interpreter from a formal language specification based on attribute grammars. The main idea is to design a visual language to draw derivation rules in conjunction with the associated semantic rules and to develop a visual compiler to transform that graphical representation into LISA notation

A Compiler for a Two-Dimensional Programming Language

A visual programming language is presented. This language uses interactive graphics to convey notion such as subroutine, recursion, block structure, parallel and serial processing to school children. Currently the system is interpreter based. To overcome the inefficiency of the interpreter based system, a compiler is implemented for this language. This report gives an overview of the compiler and the details about the parser, semantic analyzer and the code generator. Finally, a performance comparison between the interpreter based system and the compiler based system is given

VisualLISA: a visual environment to develop attribute grammars

The focus of this paper is on crafting a new visual language for attribute grammars (AGs), and on the development of the associated programming environment. We present a solution for rapid development of VisualLISA editor using DEViL. DEViL uses traditional attribute grammars, to specify the language’s syntax and semantics, extended by visual representations to be associated with grammar symbols. From these specifications a visual programming environment is automatically generated. In our case, the environment allows us to edit a visual description of an AG that is automatically translated into textual notations, including an XML-based representation for attribute grammars (XAGra), and is intended to be helpful for beginners and rapid development of small AGs. XAGra allows us to use VisualLISA with other compiler-compiler tools

Polyhedral+Dataflow Graphs

This research presents an intermediate compiler representation that is designed for optimization, and emphasizes the temporary storage requirements and execution schedule of a given computation to guide optimization decisions. The representation is expressed as a dataflow graph that describes computational statements and data mappings within the polyhedral compilation model. The targeted applications include both the regular and irregular scientific domains. The intermediate representation can be integrated into existing compiler infrastructures. A specification language implemented as a domain specific language in C++ describes the graph components and the transformations that can be applied. The visual representation allows users to reason about optimizations. Graph variants can be translated into source code or other representation. The language, intermediate representation, and associated transformations have been applied to improve the performance of differential equation solvers, or sparse matrix operations, tensor decomposition, and structured multigrid methods

Towards rule-based visual programming of generic visual systems

This paper illustrates how the diagram programming language DiaPlan can be used to program visual systems. DiaPlan is a visual rule-based language that is founded on the computational model of graph transformation. The language supports object-oriented programming since its graphs are hierarchically structured. Typing allows the shape of these graphs to be specified recursively in order to increase program security. Thanks to its genericity, DiaPlan allows to implement systems that represent and manipulate data in arbitrary diagram notations. The environment for the language exploits the diagram editor generator DiaGen for providing genericity, and for implementing its user interface and type checker.Comment: 15 pages, 16 figures contribution to the First International Workshop on Rule-Based Programming (RULE'2000), September 19, 2000, Montreal, Canad

Critters in the Classroom: A 3D Computer-Game-Like Tool for Teaching Programming to Computer Animation Students

The brewing crisis threatening computer science education is a well documented fact. To counter this and to increase enrolment and retention in computer science related degrees, it has been suggested to make programming "more fun" and to offer "multidisciplinary and cross-disciplinary programs" [Carter 2006]. The Computer Visualisation and Animation undergraduate degree at the National Centre for Computer Animation (Bournemouth University) is such a programme. Computer programming forms an integral part of the curriculum of this technical arts degree, and as educators we constantly face the challenge of having to encourage our students to engage with the subject. We intend to address this with our C-Sheep system, a reimagination of the "Karel the Robot" teaching tool [Pattis 1981], using modern 3D computer game graphics that today's students are familiar with. This provides a game-like setting for writing computer programs, using a task-specific set of instructions which allow users to take control of virtual entities acting within a micro world, effectively providing a graphical representation of the algorithms used. Whereas two decades ago, students would be intrigued by a 2D top-down representation of the micro world, the lack of the visual gimmickry found in modern computer games for representing the virtual world now makes it extremely difficult to maintain the interest of students from today's "Plug&Play generation". It is therefore especially important to aim for a 3D game-like representation which is "attractive and highly motivating to today's generation of media-conscious students" [Moskal et al. 2004]. Our system uses a modern, platform independent games engine, capable of presenting a visually rich virtual environment using a state of the art rendering engine of a type usually found in entertainment systems. Our aim is to entice students to spend more time programming, by providing them with an enjoyable experience. This paper provides a discussion of the 3D computer game technology employed in our system and presents examples of how this can be exploited to provide engaging exercises to create a rewarding learning experience for our students