Abstract:CPU Sim 3.1 is an educational software package written in Java for use in CS3 courses. CPU Sim provides students an active learning environment in which they can design, modify, and compare various computer architectures at the register-transfer level and higher. They can run assembly language or machine language programs for those architectures through simulation. CPU Sim is a complete development environment, including dialog boxes for designing the CPU architecture, a text editor for editing assembly langua… Show more
“…A majority of the systems are dedicated to algorithm and program visualization or simulation (e.g., [81,88,79,3]), while the remaining SLCs are related to programming, problem solving and automatic assessment (e.g., [24,23,22,53,92]). …”
“…A majority of the systems are dedicated to algorithm and program visualization or simulation (e.g., [81,88,79,3]), while the remaining SLCs are related to programming, problem solving and automatic assessment (e.g., [24,23,22,53,92]). …”
“…[6][7] [8][9] [10]), but in the best of our knowledge there are only a few of them that deal with microprogramming (see [11] [12][13] [14]). The objective of the microprogramming simulators is not mainly to learn to microprogram, but to understand the operation of the computers through the microprogramming.…”
Section: B Micromachine Simulator Capabilitiesmentioning
This paper presents a Computer Architecture Lab based on a hypothetical pedagogical computer and its corresponding software simulator designed at the University of Vigo. This computer simulator permits to access both the architecture and microarchitecture level of the computer. The paper shows the simulator features at both levels, and introduces the use of embedded core for the learning of SoC (System on a Chip) systems. Therefore students can reinforce the software perspective while they learn the design of complex hardware systems.
“…Simulation is a powerful educational tool that is widely used in a number of different domains such as flight simulation (Rolfe, 1988), military training (Lindheim and Swartout, 2001), and hardware design (Skrien, 2001). The success of simulation in education can be attributed to its unique qualities that set it apart from other pedagogical approaches: First, simulation allows students to gain valuable hands-on experience of the process being simulated without any of the potential monetary costs or harmful effects that can result from actual real-world experience.…”
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