A citation analysis of the ICER 2005-07 proceedings

This paper identifies the most commonly cited conferences, journals and books of the 43 papers within the first three ICER proceedings. A large array of conferences, journals, and books were cited. However, only a small set of journals and conferences were cited frequently, and the majority were only cited within a single paper, which is consistent with a power law distribution, as predicted by Zipf's Law. The most commonly cited books are concerned with education in general (29%) or psychology (20%), while 17% of books are concerned with computer science education and 12% with computing content. The citation results for ICER are contrasted with earlier published citation analyses of SIGCSE 2007 and ACE2005-07. © 2009, Australian Computer Society, Inc

Effective Compiler Error Message Enhancement for Novice Programming Students

Programming is an essential skill that all computing students must master. However programming can be difficult to learn. Compiler error messages are crucial for correcting errors, but are often difficult to understand and pose a barrier to progress for many novices. High frequencies of errors, particularly repeated errors, have been shown to be indicators of students who are struggling with learning to program. This study involves a custom IDE that enhances Java compiler error messages, intended to be more useful to novices than those supplied by the compiler. The effectiveness of this approach was tested in an empirical control/intervention study of approximately 200 students generating almost 50,000 errors. The design allows for direct comparisons between enhanced and non-enhanced error messages. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. This work is important for two reasons. First, the effects of error message enhancement have been recently debated in the literature. This study provides substantial evidence that it can be effective. Second, these results should be generalizable at least in part, to other programming languages, students and institutions, as we show that the control group of this study is comparable to several others using Java and other languages

A preliminary investigation of the effects of FORTRAN data declaration and type conversion features on program comprehension

FORTRAN permits both explicit and implicit options for both data declaration and type conversion features. This study investigated the effects of explicit and implicit data declaration and type conversion features on a program comprehension task performed by FORTRAN pro­grammers in an introductory programming course. The results indicated that both factors had significant effects on programmer performance and there was a significant interaction between data declaration and type conversion. In addition, hand-simulation tasks performed by the sub­jects provided insights on low-level errors made by the novices and misconceptions in the minds of novices

An exploration of novice compilation behaviour in BlueJ

Our research explores the process by which beginning programmers go about writing programs. We have focused our explorations on what we call compilation behaviour: the programming behaviour a student engages in while repeatedly editing and compiling their programs in an attempt to make them syntactically, if not semantically, correct. The students whose behaviour we have observed were engaged in learning to program in an objects-first style using BlueJ, an environment designed for supporting novice programmers just starting out with the Java programming language. The significant results of our work are two-fold. First, we have developed tools for visualising the process by which students write their programs. Using these tools, we can quickly obtain valuable information about their process, and use that information to inform further research regarding their behaviour, or apply it immediately in a classroom context to better support the struggling learner. Second, we have proposed a quantification of novice compilation behavior which we call the error quotient. Using this metric, we can determine how well (or poorly) a student fares with syntax errors while learning to program. This quantity, like our tools for visualisation, provides a powerful indicator for how much or little a student is struggling with the language while programming, and correlates significantly with traditional indicators for academic progress

An exploration of novice compilation behaviour in BlueJ

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Automatic error recovery for LR parsers in theory and practice

This thesis argues the need for good syntax error handling schemes in language translation systems such as compilers, and for the automatic incorporation of such schemes into parser-generators. Syntax errors are studied in a theoretical framework and practical methods for handling syntax errors are presented. The theoretical framework consists of a model for syntax errors based on the concept of a minimum prefix-defined error correction,a sentence obtainable from an erroneous string by performing edit operations at prefix-defined (parser defined) errors. It is shown that for an arbitrary context-free language, it is undecidable whether a better than arbitrary choice of edit operations can be made at a prefix-defined error. For common programming languages,it is shown that minimum-distance errors and prefix-defined errors do not necessarily coincide, and that there exists an infinite number of programs that differ in a single symbol only; sets of equivalent insertions are exhibited. Two methods for syntax error recovery are, presented. The methods are language independent and suitable for automatic generation. The first method consists of two stages, local repair followed if necessary by phrase-level repair. The second method consists of a single stage in which a locally minimum-distance repair is computed. Both methods are developed for use in the practical LR parser-generator yacc, requiring no additional specifications from the user. A scheme for the automatic generation of diagnostic messages in terms of the source input is presented. Performance of the methods in practice is evaluated using a formal method based on minimum-distance and prefix-defined error correction. The methods compare favourably with existing methods for error recovery

An Exploration Of The Effects Of Enhanced Compiler Error Messages For Computer Programming Novices

Computer programming is an essential skill that all computing students must master and is increasingly important in many diverse disciplines. It is also difficult to learn. One of the many challenges novice programmers face from the start are notoriously cryptic compiler error messages. These report details on errors made by students and are essential as the primary source of information used to rectify those errors. However these difficult to understand messages are often a barrier to progress and a source of discouragement. A high number of student errors, and in particular a high frequency of repeated errors – when a student makes the same error consecutively – have been shown to be indicators of students who are struggling with learning to program. This instrumental case study research investigates the student experience with, and the effects of, software that has been specifically written to help students overcome their challenges with compiler error messages. This software provides help by enhancing error messages, presenting them in a straightforward, informative manner. Two cohorts of first year computing students at an Irish higher education institution participated over two academic years; a control group in 2014-15 that did not experience enhanced error messages, and an intervention group in 2013-14 that did. This thesis lays out a comprehensive view of the student experience starting with a quantitative analysis of the student errors themselves. It then views the students as groups, revealing interesting differences in error profiles. Following this, some individual student profiles and behaviours are investigated. Finally, the student experience is discovered through their own words and opinions by means of a survey that incorporated closed and open-ended questions. In addition to reductions in errors overall, errors per student, and the key metric of repeated error frequency, the intervention group is shown to behave more cohesively with fewer indications of struggling students. A positive learning experience using the software is reported by the students and the lecturer. These results are of interest to educators who have witnessed students struggle with learning to program, and who are looking to help remove the barrier presented by compiler error messages. This work is important for two reasons. First, the effects of error message enhancement have been debated in the literature – this work provides evidence that there can be positive effects. Second, these results should be generalisable at least in part, to other languages, students and institutions

NBS monograph

From Introduction: "This is the third in a planned series of reports involving selective literature reviews of research and development requirements and areas of continuing R & D concern in the computer and information sciences and technologies.