Structured Review of Code Clone Literature

This report presents the results of a structured review of code clone literature. The aim of the review is to assemble a conceptual model of clone-related concepts which helps us to reason about clones. This conceptual model unifies clone concepts from a wide range of literature, so that findings about clones can be compared with each other

Pirate plunder: game-based computational thinking using scratch blocks

Policy makers worldwide argue that children should be taught how technology works, and that the ‘computational thinking’ skills developed through programming are useful in a wider context. This is causing an increased focus on computer science in primary and secondary education. Block-based programming tools, like Scratch, have become ubiquitous in primary education (5 to 11-years-old) throughout the UK. However, Scratch users often struggle to detect and correct ‘code smells’ (bad programming practices) such as duplicated blocks and large scripts, which can lead to programs that are difficult to understand. These ‘smells’ are caused by a lack of abstraction and decomposition in programs; skills that play a key role in computational thinking. In Scratch, repeats (loops), custom blocks (procedures) and clones (instances) can be used to correct these smells. Yet, custom blocks and clones are rarely taught to children under 11-years-old. We describe the design of a novel educational block-based programming game, Pirate Plunder, which aims to teach these skills to children aged 9-11. Players use Scratch blocks to navigate around a grid, collect items and interact with obstacles. Blocks are explained in ‘tutorials’; the player then completes a series of ‘challenges’ before attempting the next tutorial. A set of Scratch blocks, including repeats, custom blocks and clones, are introduced in a linear difficulty progression. There are two versions of Pirate Plunder; one that uses a debugging-first approach, where the player is given a program that is incomplete or incorrect, and one where each level begins with an empty program. The game design has been developed through iterative playtesting. The observations made during this process have influenced key design decisions such as Scratch integration, difficulty progression and reward system. In future, we will evaluate Pirate Plunder against a traditional Scratch curriculum and compare the debugging-first and non-debugging versions in a series of studies

Set-Based Pre-Processing for Points-To Analysis

We present set-based pre-analysis: a virtually universal op- timization technique for flow-insensitive points-to analysis. Points-to analysis computes a static abstraction of how ob- ject values flow through a program’s variables. Set-based pre-analysis relies on the observation that much of this rea- soning can take place at the set level rather than the value level. Computing constraints at the set level results in sig- nificant optimization opportunities: we can rewrite the in- put program into a simplified form with the same essential points-to properties. This rewrite results in removing both local variables and instructions, thus simplifying the sub- sequent value-based points-to computation. E ectively, set- based pre-analysis puts the program in a normal form opti- mized for points-to analysis. Compared to other techniques for o -line optimization of points-to analyses in the literature, the new elements of our approach are the ability to eliminate statements, and not just variables, as well as its modularity: set-based pre-analysis can be performed on the input just once, e.g., allowing the pre-optimization of libraries that are subsequently reused many times and for di erent analyses. In experiments with Java programs, set-based pre-analysis eliminates 30% of the program’s local variables and 30% or more of computed context-sensitive points-to facts, over a wide set of bench- marks and analyses, resulting in a 20% average speedup (max: 110%, median: 18%)