CS 240: Computer Programming I

Basic concepts of programming and programming languages are introduced. Emphasis is on structured programming and stepwise refinement

CS 240-02: Computer Programming I

Basic concepts of programming and programming languages are introduced. Emphasis is on structured programming and stepwise refinement. Prerequisite: MTH 130 or MPL 5

CS 240: Computer Science - I

Basic concepts of programming and programming languages are introduced. Emphasis is on structured programming and stepwise refinement. For CS/CEG majors with familiarity of a high-level programming language. Prerequisite: MTH 130 (Precalculus) or MPL 5. 4 credit hours

THE ROLE OF TEACHING PROGRAMMING AND PROGRAMMING LANGUAGES IN IS PROGRAMS

This panel will discuss the role that education in programming languages and practices does and should play in information systems programs

CS 240: Computer Programming - I

Basic concepts of programming and programming languages are introduced. Emphasis is on problem solving and object oriented programming. This course provides a general introduction to the fundamentals of computer science and programming. Examples from and applications to a broad range of problems are given. No prior knowledge of programming is assumed. The concepts covered will be applied to the Java programming language. Students must register for both lecture and one laboratory section. 4 credit hours

CRT-based dialogs: Theory and design

CRT (cathode ray tube) based, direct selection dialogs for computing machines and systems were apparently a cure for issues like ease of learning and ease of use. But unforeseen ~ and probably unforeseeable problems arose as increasingly sophisticated systems and dialogs were developed. This paper describes some of the emerging problems in CRT-based dialog design, develops theories about why they occur, and discusses potential solutions for them as a basis for future research. This investigation also provides a survey of the research into what makes programming and programming languages difficult, and what makes them simple

Features of Programming Languages and Algorithm for Calculating the Effectiveness

The article provides information on the basics of software engineering, programming and programming languages. Software engineering is also defined as a systematic approach to the analysis, scheduling, design, evaluation, implementation, testing, service and software upgrading. Thinking and the peculiarities of the algorithmic peculiarities are clarified, and the mechanism of their use in programming is explained. Programming theory incorporates the formal methods based on software specifications and the method based on the mathematical subjects and provides program development using mathematical symbols and ensures the accuracy to obtain the required results on the computer. The principles of using graphs in programming and dynamic programming are analyzed. The concepts of programming technology and programming languages ​​are described. The criteria for evaluating the programming languages ​​are identified and an algorithm is developed for calculating the effectiveness

A game-based approach to the teaching of object-oriented programming languages

Students often have difficulties when trying to understand the concepts of object-oriented programming (OOP). This paper presents a contribution to the teaching of OOP languages through a game-oriented approach based on the interaction with tangible user interfaces (TUIs). The use of a specific type of commercial distributed TUI (Sifteo cubes), in which several small physical devices have sensing, wireless communication and user-directed output capabilities, is applied to the teaching of the C# programming language, since the operation of these devices can be controlled by user programs written in C#. For our experiment, we selected a sample of students with a sufficient knowledge about procedural programming, which was divided into two groups: The first one had a standard introductory C# course, whereas the second one had an experimental C# course that included, in addition to the contents of the previous one, two demonstration programs that illustrated some OOP basic concepts using the TUI features. Finally, both groups completed two tests: a multiple-choice exam for evaluating the acquisition of basic OOP concepts and a C# programming exercise. The analysis of the results from the tests indicates that the group of students that attended the course including the TUI demos showed a higher interest level (i.e. they felt more motivated) during the course exposition than the one that attended the standard introductory C# course. Furthermore, the students from the experimental group achieved an overall better mark. Therefore, we can conclude that the technological contribution of Sifteo cubes – used as a distributed TUI by which OOP basic concepts are represented in a tangible and a visible way – to the teaching of the C# language has a positive influence on the learning of this language and such basic concepts