343,622 research outputs found

    Does choice of programming language affect student understanding of programming concepts in a first year engineering course?

    Get PDF
    Most undergraduate engineering curricula include computer programming to some degree,introducing a structured language such as C, or a computational system such as MATLAB, or both. Many of these curricula include programming in first year engineering courses, integrating the solution of simple engineering problems with an introduction to programming concepts. In line with this practice, Roger Williams University has included an introduction to programming as a part of the first year engineering curriculum for many years. However, recent industry and pedagogical trends have motivated the switch from a structured language (VBA) to a computational system (MATLAB). As a part of the pilot run of this change,the course instructors felt that it would be worthwhile to verify that changing the programming language did not negatively affect students’ ability to understand key programming concepts. In particular it was appropriate to explore students’ ability to translate word problems into computer programs containing inputs, decision statements, computational processes, and outputs. To test the hypothesis that programming language does not affect students’ ability to understand programming concepts, students from consecutive years were given the same homework assignment, with the first cohort using VBA and the second using MATLAB to solve the assignment. A rubric was developed which allowed the investigators to rate assignments independent of programming language. Results from this study indicate that there is not a significant impact of the change in programming language. These results suggest that the choice of programming language likely does not matter for student understanding of programming concepts. Course instructors should feel free to select programming language based on other factors, such as market demand, cost, or the availability of pedagogical resources

    The C++0x "Concepts" Effort

    Full text link
    C++0x is the working title for the revision of the ISO standard of the C++ programming language that was originally planned for release in 2009 but that was delayed to 2011. The largest language extension in C++0x was "concepts", that is, a collection of features for constraining template parameters. In September of 2008, the C++ standards committee voted the concepts extension into C++0x, but then in July of 2009, the committee voted the concepts extension back out of C++0x. This article is my account of the technical challenges and debates within the "concepts" effort in the years 2003 to 2009. To provide some background, the article also describes the design space for constrained parametric polymorphism, or what is colloquially know as constrained generics. While this article is meant to be generally accessible, the writing is aimed toward readers with background in functional programming and programming language theory. This article grew out of a lecture at the Spring School on Generic and Indexed Programming at the University of Oxford, March 2010

    The C Object System: Using C as a High-Level Object-Oriented Language

    Full text link
    The C Object System (Cos) is a small C library which implements high-level concepts available in Clos, Objc and other object-oriented programming languages: uniform object model (class, meta-class and property-metaclass), generic functions, multi-methods, delegation, properties, exceptions, contracts and closures. Cos relies on the programmable capabilities of the C programming language to extend its syntax and to implement the aforementioned concepts as first-class objects. Cos aims at satisfying several general principles like simplicity, extensibility, reusability, efficiency and portability which are rarely met in a single programming language. Its design is tuned to provide efficient and portable implementation of message multi-dispatch and message multi-forwarding which are the heart of code extensibility and reusability. With COS features in hand, software should become as flexible and extensible as with scripting languages and as efficient and portable as expected with C programming. Likewise, Cos concepts should significantly simplify adaptive and aspect-oriented programming as well as distributed and service-oriented computingComment: 18

    FORTRAN programming - A self-taught course

    Get PDF
    Comprehensive programming course begins with numerical systems and basic concepts, proceeds systematically through FORTRAN language elements, and concludes with discussion of programming techniques. Course is suitable either for individual study or for group study on informal basis

    CS 280: Programming Language Concepts​​

    Get PDF

    Logic programming in the context of multiparadigm programming: the Oz experience

    Full text link
    Oz is a multiparadigm language that supports logic programming as one of its major paradigms. A multiparadigm language is designed to support different programming paradigms (logic, functional, constraint, object-oriented, sequential, concurrent, etc.) with equal ease. This article has two goals: to give a tutorial of logic programming in Oz and to show how logic programming fits naturally into the wider context of multiparadigm programming. Our experience shows that there are two classes of problems, which we call algorithmic and search problems, for which logic programming can help formulate practical solutions. Algorithmic problems have known efficient algorithms. Search problems do not have known efficient algorithms but can be solved with search. The Oz support for logic programming targets these two problem classes specifically, using the concepts needed for each. This is in contrast to the Prolog approach, which targets both classes with one set of concepts, which results in less than optimal support for each class. To explain the essential difference between algorithmic and search programs, we define the Oz execution model. This model subsumes both concurrent logic programming (committed-choice-style) and search-based logic programming (Prolog-style). Instead of Horn clause syntax, Oz has a simple, fully compositional, higher-order syntax that accommodates the abilities of the language. We conclude with lessons learned from this work, a brief history of Oz, and many entry points into the Oz literature.Comment: 48 pages, to appear in the journal "Theory and Practice of Logic Programming

    Probabilistic Programming Concepts

    Full text link
    A multitude of different probabilistic programming languages exists today, all extending a traditional programming language with primitives to support modeling of complex, structured probability distributions. Each of these languages employs its own probabilistic primitives, and comes with a particular syntax, semantics and inference procedure. This makes it hard to understand the underlying programming concepts and appreciate the differences between the different languages. To obtain a better understanding of probabilistic programming, we identify a number of core programming concepts underlying the primitives used by various probabilistic languages, discuss the execution mechanisms that they require and use these to position state-of-the-art probabilistic languages and their implementation. While doing so, we focus on probabilistic extensions of logic programming languages such as Prolog, which have been developed since more than 20 years

    Learning to communicate computationally with Flip: a bi-modal programming language for game creation

    Get PDF
    Teaching basic computational concepts and skills to school children is currently a curricular focus in many countries. Running parallel to this trend are advances in programming environments and teaching methods which aim to make computer science more accessible, and more motivating. In this paper, we describe the design and evaluation of Flip, a programming language that aims to help 11–15 year olds develop computational skills through creating their own 3D role-playing games. Flip has two main components: 1) a visual language (based on an interlocking blocks design common to many current visual languages), and 2) a dynamically updating natural language version of the script under creation. This programming-language/natural-language pairing is a unique feature of Flip, designed to allow learners to draw upon their familiarity with natural language to “decode the code”. Flip aims to support young people in developing an understanding of computational concepts as well as the skills to use and communicate these concepts effectively. This paper investigates the extent to which Flip can be used by young people to create working scripts, and examines improvements in their expression of computational rules and concepts after using the tool. We provide an overview of the design and implementation of Flip before describing an evaluation study carried out with 12–13 year olds in a naturalistic setting. Over the course of 8 weeks, the majority of students were able to use Flip to write small programs to bring about interactive behaviours in the games they created. Furthermore, there was a significant improvement in their computational communication after using Flip (as measured by a pre/post-test). An additional finding was that girls wrote more, and more complex, scripts than did boys, and there was a trend for girls to show greater learning gains relative to the boys
    corecore