The ACM java task force

Roberts, Eric; Bruce, Kim B.; Cross, James H.; Cutler, Robb; Grissom, Scott; Klee, Karl J.; Rodger, Susan H.; Trees, Fran; Yellin, Frank

doi:10.1145/1121341.1121384

Cited by 19 publications

(2 citation statements)

References 3 publications

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“…This was discussed already in § 3.3. One important tool, not reported earlier in this work, was the acm.graphics package, initially published in Acm Java Task Force Final Report [Roberts et al 2006]. This library obviously has had a wide impact on programming education, as it was particularly designed to simplify creating graphics applications for programming education in Java [e.g., Mertz et al 2008].…”

Section: Discussionmentioning

confidence: 99%

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Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

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Section: Discussionmentioning

confidence: 99%

“…For instance:Alphonce and Ventura [2003];Bruce and Danyluk [2004];Bruce et al [2001b];Christensen and Caspersen [2002];Lambert and Osborne [2000]; Lang and Saacks-Giguette[1999];Leutenegger [2006];Pavlidis [1996];Roberts et al [2006];Szuecs [1996];Tuttle [2001].…”

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confidence: 99%

Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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Student perspectives on the use of a Java library for novices

Barros

Brito

2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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A course in software development

Noonan

Hott

2007

Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education

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The paper discusses a course in software development, as advocated by the CC2001 report. The course revolves around a single project divided into six assignments. In addition, the course includes lab assignments covering the tool of the week. The order of coverage of topics and the order of labs is determined using just-in-time learning. Grading criteria and an assessment of the course are discussed.

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The ACM java task force

Cited by 19 publications

References 3 publications

Event-driven Programming in Programming Education

Event-driven Programming in Programming Education

Student perspectives on the use of a Java library for novices

A course in software development

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