Code Park: A New 3D Code Visualization Tool

We introduce Code Park, a novel tool for visualizing codebases in a 3D game-like environment. Code Park aims to improve a programmer's understanding of an existing codebase in a manner that is both engaging and intuitive, appealing to novice users such as students. It achieves these goals by laying out the codebase in a 3D park-like environment. Each class in the codebase is represented as a 3D room-like structure. Constituent parts of the class (variable, member functions, etc.) are laid out on the walls, resembling a syntax-aware "wallpaper". The users can interact with the codebase using an overview, and a first-person viewer mode. We conducted two user studies to evaluate Code Park's usability and suitability for organizing an existing project. Our results indicate that Code Park is easy to get familiar with and significantly helps in code understanding compared to a traditional IDE. Further, the users unanimously believed that Code Park was a fun tool to work with.Comment: Accepted for publication in 2017 IEEE Working Conference on Software Visualization (VISSOFT 2017); Supplementary video: https://www.youtube.com/watch?v=LUiy1M9hUK

The development of design guidelines for educational programming environments

Introductory programming courses at university are currently experiencing a significant dropout and failure rate. Whilst several reasons have been attributed to these numbers by researchers, such as cognitive factors and aptitude, it is still unclear why programming is a natural skill for some students and a cause of struggle for others. Most of the research in the computer science literature suggests that methods of teaching programming and students’ learning styles as reasons behind this trend. In addition to the choice of the first programming language taught. With the popularity of virtual learning environments and online courses, several instructors are incorporating these e-learning tools in their lectures in an attempt to increase engagement and achievement. However, many of these strategies fail as they do not use effective teaching practices or recognise the learning preferences exhibited by a diverse student population. Therefore this research proposes that combining multiple teaching methods to accommodate different learners' preferences will significantly improve performance in programming. To test the hypothesis, an interactive web based learning tool to teach Python programming language (PILeT) was developed. The tool’s novel contribution is that it offers a combination of pedagogical methods to support student’s learning style based on the Felder-Silverman model. First, PILeT was evaluated by both expert and representative users to detect any usability or interface design issues that might interfere with students’ learning. Once the problems were detected and fixed, PILeT was evaluated again to measure the learning outcomes that resulted from its use. The experimental results show that PILeT has a positive impact on students learning programming

Code Park: A New 3D Code Visualization Tool and IDE

We introduce Code Park, a novel tool for visualizing codebases in a 3D game-like environment. Code Park aims to improve a programmer\u27s understanding of an existing codebase in a manner that is both engaging and fun to be appealing especially for novice users such as students. It achieves these goals by laying out the codebase in a 3D park-like environment. Each class in the codebase is represented as a 3D room-like structure. Constituent parts of the class (variable, member functions, etc.) are laid out on the walls, resembling a syntax-aware wallpaper . The users can interact with the codebase using an overview, and a first-person viewer mode. They also can edit, compile and run code in this environment. We conducted three user studies to evaluate Code Park\u27s usability and suitability for organizing an existing project. Our results indicate that Code Park is easy to get familiar with and significantly helps in code understanding. Further, the users unanimously believed that Code Park was an engaging tool to work with

Easing the Creation Process of Mobile Applications for Non-Technical Users

In this day and age, the mobile phone is becoming one of the most indispensable personal computing device. People no longer use it just for communication (i.e. calling, sending messages) but also for other aspects of their lives as well. Because of this rise in demand for different and innovative applications, mobile companies (i.e. mobile handset manufacturers and mobile network providers) and organizations have realized the power of collaborative software development and have changed their business strategy. Instead of hiring specific organizations to do programming, they are now opening up their APIs and tools to allow ordinary people create their own mobile applications either for personal use or for profit. However, the problem with this approach is that there are people who might have nice ideas of their own but do not possess the technical expertise in order to create applications implementing these ideas. The goal of this research is to find ways to simplify the creation of mobile applications for non-technical people by applying model-driven software development particularly domain-specific modeling combined with techniques from the field of human-computer interaction (HCI) particularly iterative, user-centered system design. As proof of concept, we concentrate on the development of applications in the domain of mHealth and use the Android Framework as the target platform for code generation. The iterative user-centered design and development of the front-end tool which is called the Mobia Modeler, led us to eventually create a tool that features a configurable-component based design and integrated modeless environment to simplify the different development tasks of end-users. The Mobia models feature both constructs specialized for specific domains (e.g. sensor component, special component ), and also those that are applicable to any type of domain (e.g. structure component, basic component ). In order to accommodate different needs of end-users, a clear separation between the front-end tools (i.e. Mobia Modeler ) and the underlying code generator (i.e. Mobia Processor ) is recommended as long as there is a consistent model in between, that serves as a bridge between the different tools

Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules

My research aims to explore how students perceive the usability and enjoyment of visual/block-based programming environments (VPEs), to what extent their learning styles relate to these perceptions and finally to what extent these tools facilitate student understanding of basic programming constructs and impact their motivation to learn programming

Source Code Interaction on Touchscreens

Direct interaction with touchscreens has become a primary way of using a device. This work seeks to devise interaction methods for editing textual source code on touch-enabled devices. With the advent of the “Post-PC Era”, touch-centric interaction has received considerable attention in both research and development. However, various limitations have impeded widespread adoption of programming environments on modern platforms. Previous attempts have mainly been successful by simplifying or constraining conventional programming but have only insufficiently supported source code written in mainstream programming languages. This work includes the design, development, and evaluation of techniques for editing, selecting, and creating source code on touchscreens. The results contribute to text editing and entry methods by taking the syntax and structure of programming languages into account while exploiting the advantages of gesture-driven control. Furthermore, this work presents the design and software architecture of a mobile development environment incorporating touch-enabled modules for typical software development tasks

Inspiring End-user Programming Through Exposure to Multi-platform Computing and Improved Integrated Development Environments

The art of software engineering inherently requires high-level problem solving and perseverance, as programmers and designers wrestle with complex design and implementation challenges in the process of turning loose concepts and ideas into working code. In the current developer ecosystem, engineers are commonly incentivized extrinsically by monetary rewards, approval or status. Ironically, extrinsically motivating a person has been proven to decrease complex problem solving performance. On the other hand, motivating a person intrinsically through the Self Deterministic Theory constructs of autonomy, competence and relatedness has been shown to encourage problem solving, creativity and innovation. To determine what motivates different types of developers, and how well their tools support them in their work, we developed and deployed a survey. The validated survey tool measured the intrinsic motivation level of 103 developers of varying personas. Based on the data gathered, we highlight areas for improving the current development environment to foster increased problem solving and creativity

I scratch and sense but can I program? An investigation of learning with a block based programming language

This paper reports an investigation into undergraduate student experiences and views of a visual or ‘blocks’ based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language. Undergraduate students were given programming activities and examples covering four basic programming concepts based on the Sense programming language which is intended to simplify programming. Sense programming statements are represented by blocks which only fit together in ways that produce a meaningful syntactic outcome, which may lower the cognitive barrier to learning. Students were also presented with concepts represented using an equivalent textual construct and asked to consider their understanding of these based on the graphical cases. They were finally asked to complete a short online survey. This paper presents the programming activities, the survey and an analysis of the results