Algorithm-Program Visualization Model : An Intergrated Software Visualzation To Support Novices' Programming Comprehension

Computer programming is the essential foundation for the other basic skills in Information Technology knowledge areas. Success in this field requires complex knowledge and skill. Mostly, conventional programming courses have been delivered based on the programming textbooks with professional developer tools which focus on the syntax or semantic through the coding task. The role of Software Visualization (SV) has been involved to overcome the complexity and problems in the learning programming. It represents the abstractness of the program in graphical views or illustrations of its entities. Nevertheless, the outcome of the learning still remains poor. Through multi-methodological approach, this research aimed to improve the effectiveness of the visualization as the program comprehension tool. It is found that the interrelated tasks in the programming process, with its various abstractions, and timing in delivering the feedback, need to be addressed with the equal attention in learning to program. Taking into account from those main issues, this study introduces the new model of integrated algorithm-program visualization (ALPROV) for developing program comprehension tool. This model is then to be used in the prototype tool development that is called 3De-ALPROV (Design Development Debug – Algorithm Program Visualization). The efficacy evaluation of the prototype is based on pre- and post- test of the students’ programming performance. The programming performances from the treatment and control group are compared to analyze the effect of using the proposed tool in learning programming. Respondents are first-year bachelor students who lack of programming knowledge and experience.Analysis proved that using the program comprehension tool, which has been developed using integrated ALPROV model significantly improved the treatment group’s programming performance. Conducting other experiments as the extended study, such as seek for a larger group of respondents, conduct the experiments throughout the necessary period, and use various methods for programming assessment and analysis may improve the findings of this research

Understanding How Reverse Engineers Make Sense of Programs from Assembly Language Representations

This dissertation develops a theory of the conceptual and procedural aspects involved with how reverse engineers make sense of executable programs. Software reverse engineering is a complex set of tasks which require a person to understand the structure and functionality of a program from its assembly language representation, typically without having access to the program\u27s source code. This dissertation describes the reverse engineering process as a type of sensemaking, in which a person combines reasoning and information foraging behaviors to develop a mental model of the program. The structure of knowledge elements used in making sense of executable programs are elicited from a case study, interviews with subject matter experts, and observational studies with software reverse engineers. The results from this research can be used to improve reverse engineering tools, to develop training requirements for reverse engineers, and to develop robust computational models of human comprehension in complex tasks where sensemaking is required

Whitepaper: The Value of Improving the Separation of Concerns

Microsoft's enterprise customers are demanding better ways to modularize their software systems. They look to the Java community, where these needs are being met with language enhancements, improved developer tools and middleware, and better runtime support. We present a business case for why Microsoft should give priority to supporting better modularization techniques, also known as advanced separation of concerns (ASOC), for the .NET platform, and we provide a roadmap for how to do so

Leveraging Final Degree Projects for Open Source Software Contributions

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusions: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education

Doctor of Philosophy

dissertationDomain-specific languages (DSLs) are increasingly popular, and there are a variety of ways to create a DSL. A DSL designer might write an interpreter from scratch, compile the DSL to another language, express DSL concepts using only the existing forms of an existing language, or implement DSL constructs using a language's extension capabilities, including macros. While extensible languages can offer the easiest opportunity for creating a DSL that takes advantage of the language's existing infrastructure, existing tools for debugging fail to adequately adapt the debugging experience to a given domain. This dissertation addresses the problem of debugging DSLs defined with macros and describes an event-oriented approach that works well with a macro-expansion view of language implementation. It pairs the mapping of DSL terms to host terms with an event mapping to convert primitive events back to domain-specific concepts. Domain-specific events can be further inspected or manipulated to construct domain-specific debuggers. This dissertation presents a core model of evaluation and events and also presents a language design-analogous to pattern-based notations for macros, but in the other direction-for describing how events in a DSL's expansion are mapped to events at the DSL's level. The domain-specific events can enable useful, domain-specific debuggers, and the dissertation introduces a design for a debugging framework to help with debugger construction. To validate the design of the debugging framework, a debugging framework, Ripple, is implemented, and this dissertation demonstrates that with a modest amount of work, Ripple can support building domain-specific debuggers

Runtime visualisation of object-oriented software

Software is a complex and invisible entity, yet one which is core to modem life. The development and maintenance of such software includes one staple task, the need to understand the software at the implementation level. This process of program comprehension is difficult and time consuming. Yet, despite its importance, there remains very limited tool support for program comprehension activities. The results of this research show the role that runtime visualisation can play in aiding the comprehension of object-oriented software by highlighting both its static and dynamic structure. Previous work in this area is discussed, both in terms of the representations used and the methods of extracting runtime information. Building on this previous work, this thesis develops new representations of object-oriented software at runtime, which are then implemented in a proof of concept tool. This tool allowed the representations to be investigated on real software systems. The representations are evaluated against two feature-based evaluation frameworks. The evaluation focuses on generic software visualisation criteria, due to the lack of any specific frameworks for visualising dynamic information. The evaluation also includes lessons learnt in the implementation of a prototype visualisation tool. The object-oriented paradigm continues to grow in popularity and provides advantages to program comprehension activities. However, it also brings a number of new challenges to program comprehension due to the discrepancies between its static definition and its runtime structure. Therefore, techniques that highlight both the static definition and the runtime behaviour of object-oriented systems offer benefits to their comprehension. Software visualisation offers an approach to aid program comprehension activities through providing a means to deal with the size and complexity of the software and its invisible nature. This thesis highlights the generic issues that software visualisation faces, before focusing on how the visualisation of runtime information affects these issues. Many of the issues are compounded by the dynamic nature of the information to be visualised and the explosive growth in the volume of information that this dynamism can bring. Wider results of this research have allowed the proposal of the necessary concepts that should be considered in the design and evaluation of runtime visualisations. Software visualisation at runtime is still a relatively unexplored area and there remains many research challenges within it. This thesis aims to act as a first step to addressing these challenges and aims to promote interest and future development within this area