Visual Zero: A persistent and interactive object-oriented programming environment

Perez-Schofield, J. Baltasar Garcıa; Roselló, Emilio García; Soler, Francisco Ortín; Cota, Manuel Pérez

doi:10.1016/j.jvlc.2007.11.002

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…This problem is specified as the difficulty that students present with the use of debugging, navigation, testing and documentation tools. The change in technologies, paradigms and languages makes the learning process even more difficult (Barr et al, 1999 ; Benander et al, 2004 ; Bishop-Clark, 1995 ; García Perez-Schofield et al, 2008 ; Jiang et al, 2004 ; Jordine et al, 2015 ; Karahasanović et al, 2007 , Kiss, 2013 , Mazaitis, 1993 , Moons & De Backer, 2009 , Moons & De Backer, 2013 ; Nelson et al, 1997 ; Radenski, 2006 ; Rajashekharaiah et al, 2016 ; Sheetz, 2002 ; Sheetz et al, 1997 ; Tegarden & Sheetz, 2001 ; Thomasson et al, 2006 ; J. Yang et al, 2018 ; T.-C. Yang et al, 2015 ; Zainal et al, 2012 ; X. Zhang et al, 2018 ). Difficulty in teaching and understanding general programming topics (D09).…”

Section: Methodsmentioning

confidence: 99%

“…The students present difficulties when adopting the object-oriented paradigm, because their initial formative process is generally based on purely structural programming. The modular nature of the objectoriented paradigm is conceived as a challenge for educators, since in this process it is common for students to assimilate erroneous conceptions and to present problems in understanding and implementing object-oriented standards (Abbasi et al, 2017;Anniroot & de Villiers, 2012;Arif, 2000;Barr et al, 1999;Benander et al, 2004;Black et al, 2013;Cetin, 2013;Dale, 2006;Fedorowicz & Villeneuve, 1999;García Perez-Schofield et al, 2008;Hadar, 2013;Hosanee & Panchoo, 2015;Hubwieser & Mühling, 2011;Hundley, 2008;Jordine et al, 2015;Tahat, 2014;Karahasanović et al, 2007;Kunkle & Allen, 2016;Lewis et al, 2004;Mazaitis, 1993;Moussa et al, 2016;Nelson et al, 1997;Pei et al, 2010;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Seng & Yatim, 2014;Sheetz, 2002;Sheetz et al, 1997;Sien, 2011;Sien & Chong, 2011;Streib & Soma, 2010;Tan et al, 2014;Tegarden & Sheetz, 2001;Thomasson et al, 2006;Turner et al, 2010;Xinogalo...…”

Section: Identified Problemsmentioning

confidence: 99%

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Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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This study describes the most relevant problems and solutions found in the literature on teaching and learning of object-oriented programming (OOP). The identification of the problem was based on tertiary studies from the IEEE Xplore, Scopus, ACM Digital Library and Science Direct repositories. The problems and solutions identified were ranked through the multi-criteria decision methods DEMATEL and TOPSIS in order to determine the best solutions to the problems found and to apply these results in the academic context. The main contribution of this study was the categorization of OOP problems and solutions, as well as the proposal of strategies to improve the problem. Among the most relevant problems it was found: 1) difficulty in understanding, teaching and implementing object-orientation, 2) difficulties related to understanding classes and 3) difficulty in understanding object-oriented relationships. After doing the multicriteria analysis, it was found that the most important solutions to face the problems found in the teaching of OOP were: 1) use of active learning techniques and intrinsic rewards and 2) emphasize on basic programming concepts and introduce the object-oriented paradigm at an early point in the curriculum. As a conclusion, it was evidenced that there is coherence between the literary guarantee that gives support to the problems and solutions in the teaching of OOP presented in this study and the approaches that experts in the area of development highlight as relevant when they identify weaknesses in the process.

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Section: Methodsmentioning

confidence: 99%

Section: Identified Problemsmentioning

confidence: 99%

Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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“…ProcessPerformance has also been utilized to measure training and inference time of machine learning models in different scenarios such as programmer classification [50], students' performance prediction [51], decompilation [52,53], and analysis of binary files [54]. We have used our tool to compare the runtime resources consumed by different persistence systems such as graph databases [55], reflective persistence systems [56], aspect-oriented database evolution systems [57], and orthogonal object-based persistence [58].…”

Section: Impactmentioning

confidence: 99%

ProcessPerformance: A portable and easy-to-use tool to measure resource consumption of running processes

García¹,

Quiroga²,

Ortín³

2022

Software Impacts

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The measurement of the resources consumed by an application at runtime is an important task in different scenarios such as program optimization, malware and bug detection, and hardware scaling. Although different tools exist for this purpose, they sometimes show some limitations such as operating system and hardware dependencies, performance overhead, and usage complexity. For this reason, we create ProcessPerformance, a portable and easy-to-use command-line tool that provides information about the CPU, memory, and network resources consumed by any combination of running processes. It also avoids the performance overhead caused by software and binary code injection.

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“…Indeed, using intuitive and rich GUIs has proven to be a viable and effective approach to teaching in engineering educational environments . Moreover, the idea has been particularly successfully applied in teaching object‐oriented programming . Therefore, our goal is not come out with yet another graphical tool for teaching object orientation, but reusing this approach for teaching the SOC paradigm.…”

Section: Approach and Research Hypothesismentioning

confidence: 99%

A software support to initiate systems engineering students in service‐oriented computing

Mateos

Crasso

Zunino

et al. 2011

Comp Applic In Engineering

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An evolutionary process that is currently taking place in the software industry is the shift from developing applications from scratch to discovering and assembling services published in the Internet. This has given birth to a new computing paradigm called service-oriented computing (SOC). We investigated whether simplifying and automating tasks inherent to SOC-based development, while exploiting systems engineering students' experience in earlier paradigms, namely object orientation, reduce the cognitive effort needed to learn SOC. The study involved 38 undergraduate students plus 7 postgraduate students from 4 universities, which attended a course about SOC development models and technologies. Then, they were asked to develop a real-life service-oriented application using two alternatives, namely existing SOC libraries and a software support of our own named EasySOC. EasySOC promotes using common object-oriented design patterns to structure service-oriented applications, facilitates service discovery, and hides many technological details from users. The students were surveyed about their perception on both alternatives using a Likertbased questionnaire. Results show that the students, who had no previous experience in service-oriented notions before the experiment, perceived that EasySOC allows focusing on essential aspects of the paradigm while concealing accidental aspects, and provides adequate support and guidance to bridge the gap. ß

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Visual Zero: A persistent and interactive object-oriented programming environment

Cited by 8 publications

References 9 publications

Ranking of problems and solutions in the teaching and learning of object-oriented programming

Ranking of problems and solutions in the teaching and learning of object-oriented programming

ProcessPerformance: A portable and easy-to-use tool to measure resource consumption of running processes

A software support to initiate systems engineering students in service‐oriented computing

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