Using the debugger as an integral part of teaching CS1

Cross, James H.; Hendrix, T. Dean; Barowski, Larry A.

doi:10.1109/fie.2002.1158137

Cited by 13 publications

(10 citation statements)

References 6 publications

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“…The debugging process and the use of a debugger are central to almost all courses in which programming is involved and is supported by almost all IDEs. In addition, the use of a debugger as a pedagogical tool and as an important application area for software visualization has long been recognized [1,3]. The object workbench paradigm has been made popular by BlueJ (www.bluej.org), a popular IDE for early programming courses.…”

Section: Related Workmentioning

confidence: 99%

Integrating Multiple Approaches for Interacting with Dynamic Data Structure Visualizations

Cross

Hendrix

Barowski

2009

Electronic Notes in Theoretical Computer Science

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jGRASP 1.8.7 has integrated three approaches for interacting with its dynamic viewers for data structures: the debugger, the workbench, and a new text-based interactions tab that allows individual Java statements to be executed and expressions to be evaluated. While each of these approaches is distinct and can be used independently of the others, they can also be used together to provide a complementary set of interactions with the dynamic viewers. In order to integrate these approaches, the jGRASP visual debugger, workbench, and viewers had to be significantly redesigned. During this process, the structure identifier, which provides for the identification and rendering of common data structures, was also greatly improved by examining the examples from 20 data structure textbooks. The overall result of this integration effort is a highly flexible approach for user interaction with the dynamic data structure visualizations generated by a robust structure identifier.

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Section: Related Workmentioning

confidence: 99%

Integrating Multiple Approaches for Interacting with Dynamic Data Structure Visualizations

Cross

Hendrix

Barowski

2009

Electronic Notes in Theoretical Computer Science

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“…In In existing approaches [2,3,4,5,6,7], students exercised readymade material. In some cases, students worked in group and in some cases they just observed program execution in debug mode or animations.…”

Section: Related Workmentioning

confidence: 99%

“…Various methods like animation, visualization, interactive animation, power point presentations, debugger etc are also used. James Cross [4] used debugger to teach Java language concepts. He showed demo of program execution in debugger mode for explaining concepts like object creation, polymorphism etc rather than only explanation where students only observed demo presentation in class.…”

Section: Related Workmentioning

confidence: 99%

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Debugger Tool to Improve Conceptual Understanding of Programming Language of Novice Learners

Nirgude

2013

2013 IEEE Fifth International Conference on Technology for Education (T4e 2013)

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Conceptual understanding of novice learners is an important issue in learning programming language. For novice learners, understanding program execution and memory value visualization is difficult. To make this understanding easy, various methods are used. In this paper we present work about how debugger helps to improve conceptual understanding of novice learners. We found that low performers benefitted more in this experiment. We have discussed how debugger helps to minimize logical errors and improve program writing skills. Here we present the findings of a pre-test post-test experimental study along with qualitative analysis.

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“…The primary disadvantage to them is that they were not intended for educational use, but rather as professional software development tools, which require a substantial investment in training time. jGRASP, in addition to requiring very little time to learn, has a number of proven pedagogical features built into it, including (1) reverse engineering of UML class diagrams and dependency relationships from source code [2]; (2) tight integration with a visual debugger for explicating source code [5]; and (3) automatic annotation of source code control constructs, control paths, and overall program structure [3];. The latter has been shown empirically to improve the comprehensibility of source code [7].…”

Section: Implement Nokia Tools Into a Studentfriendly Environmentmentioning

confidence: 99%

Bringing J2ME industry practice into the classroom

et al. 2004

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This paper describes efforts to use industry wireless software development practices in the classroom. Nokia's OK Java 2 Platform Micro Edition (J2ME) application certification program was chosen for use in a core set of wireless software engineering courses. The adaptation process included 1) modifying Nokia OK application standards for classroom use as examples of what is expected of industry-quality software; 2) incorporating Nokia OK software development tools into a student-friendly software development environment; and 3) implementing in-house Nokia OK certification procedures as a basis for assessing student projects and providing feedback.

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Using the debugger as an integral part of teaching CS1

Cited by 13 publications

References 6 publications

Integrating Multiple Approaches for Interacting with Dynamic Data Structure Visualizations

Integrating Multiple Approaches for Interacting with Dynamic Data Structure Visualizations

Debugger Tool to Improve Conceptual Understanding of Programming Language of Novice Learners

Bringing J2ME industry practice into the classroom

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