This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject. CCS CONCEPTS • Applied computing → Education; • General and reference → Empirical studies; • Theory of computation → Concurrency.

Computing learners may not master basic concepts, or forget them between courses or from infrequent use. Learners also often struggle with advanced computing courses, perhaps from weakness with prerequisite concepts. One underlying challenge for researchers and instructors is determining the reason why a learner gets an advanced question wrong. Was the wrong answer because the learner lacked prerequisite skills, has not mastered the advanced skill, or some combination of the two? We contribute a design investigation into how to create differentiated questions which diagnose prerequisite and advanced skills at the same time. We focused on tracing and related skills as prerequisites, and on advanced object-oriented programming, concurrency, algorithm and data structures as the advanced skills. We conducted an inductive qualitative analysis of existing assessment questions from instructors and from a concept inventory with a validity argument (the Basic Data Structures Inventory). We found dependencies on a variety of prerequisite knowledge and mixed potential for diagnosing difficulties with prerequisites. Inspired by this analysis, we developed examples

The performance of computational devices is steadily increasing. Recently, the main contributor to the increasing performance has been an increasing number of cores rather than increased performance for individual cores. This trend is not only visible in high-end devices, such as powerful workstations, but also in low-end devices such as smartphones and many embedded devices. Due to this trend, and to the ubiquity of multicore systems, it is increasingly important for computer science students to have at least some familiarity with working with concurrent programs, as they are likely to encounter such programs in some shape or form in their future professional careers. In this thesis, we use the term concurrent programming to emphasize the focus on concurrency in a programming context, as opposed to concurrency in isolation.Prior work has shown that students struggle with learning concurrent programming. This is not surprising in and of itself, as concurrency is generally considered to be a difficult topic. To help students learn concurrent programming, it is important to consider why they find the topic difficult. As such, the first part of this thesis aims to gain better insights into these difficulties. This is done partly by studying prior work in the literature and partly by conducting new research. The results show that the struggles are not only due to the difficulty involved in understanding the new concepts related to concurrency. Rather, a large portion of students' struggles can be attributed to the fact that the non-determinism in concurrent programs requires a more formal approach to programming. The transition from an informal approach, where students are able to rely on ad-hoc testing, to a more formal approach is difficult in and of itself, but it also highlights problems in students' understanding of fundamental programming skills. For example, without a detailed enough understanding of scope, aliasing and references it is difficult to reason about what data is shared between threads.In light of these results, the remainder of this thesis describes ways of helping students learn concurrent programming. This is achieved by developing a program visualization tool, called Progvis, which is capable of visualizing the behavior of concurrent programs written in the C language. Progvis is unique in the sense that it focuses not only on concurrency, but also illustrates how concurrency interacts with the fundamental concepts that were found to be problematic. As such, it is able to give students a complete and accurate picture of the visualized program's behavior. To further help students, Progvis also includes a modelchecker that can automatically find concurrency issues, thereby helping students to easily see whether their reasoning about the program's behavior was correct or not.The results suggest that the visualizations generated by Progvis have the potential to help students learn concurrent programming. A small pilot study showed that students who used Progvis were able to solve concurrency proble...

This paper continues previous efforts in understanding the problems students face when learning concurrency. In this paper, we explore students' understanding of the subject using phenomenography in order to gain insights that can aid in explaining the underlying causes for common student mistakes in concurrency, which has been studied in depth previously. Students' experience of concurrency and critical sections were analyzed using a phenomenographic study based on interviews with students attending one of two courses on concurrency and operating systems. We present 6 categories describing students' experience of concurrency, and 4 categories describing students' experience of critical sections in this paper. Furthermore, these categories are related to previous results, both to explore how misconceptions in the categores relate to student mistakes and to estimate how common it is for each category to be discerned. CCS CONCEPTS• Applied computing → Education; • General and reference → Empirical studies; • Theory of computation → Concurrency.

The ability to extend programming languages with domainspecific concepts is becoming an essential technology for developing complex software. However, many domain-specific languages are implemented in a way that interact poorly with the host language. There are a number of tools that aim to improve the situation by simplifying the creation of domainspecific languages, and allow easier interactions between the host language and the domain-specific language. However, many of these tools are limited to a single host language, and rarely allow extending the language used for language creation. To improve the situation, we created the language platform Storm, which aims to make the creation and usage of multiple extensible languages easy and seamless. This is accomplished by means of a shared, standardized namespace and in-process code generation, which gives Storm a high degree of extensibility, making it possible to extend or replace the built-in languages at will. CCS Concepts • Software and its engineering → Extensible languages; Domain specific languages.