Artículos de revistas: "Visual programming (Computer science)"

1

Pau, L. F. y H. Olason. "Visual logic programming". Journal of Visual Languages & Computing 2, n.º 1 (marzo de 1991): 3–15. http://dx.doi.org/10.1016/s1045-926x(05)80049-7.

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2

Gunawan, Dedi y Fatah Yasin Al Irsyadi. "PEMANFAATAN PEMROGRAMAN VISUAL SEBAGAI ALTERNATIF PEMBUATAN MEDIA BELAJAR BERBASIS GAME DAN ANIMASI". Warta LPM 19, n.º 1 (1 de marzo de 2016): 53–63. http://dx.doi.org/10.23917/warta.v19i1.1984.

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Visual programming is the one programming technique in computer Science which aims to give easy understanding in writing code program. The main users of visual programming are students and people who have no experiences in making computer code and lack of computer programming language.Visual programminggives advantages to develop any kind of application software such as game and application related to education. This research was conducted to the teachers who teach Al-Quran for children learning in order to know the benefit of using visualprogramming in terms of creating an animation and game education.Several approach has been applied in this research. The first is surveying the knowledge in computer programming by using questioners. Following that, we provide a training of using visual programming and the last is conduction survey in order to know the progress of learning accuisiton.Based on the questioner’s data,it can be found that visual programming is very useful to introduce computer programming for people who have limited computer background. The data shows that 60% respondent believe that the visual programming is easy to follow, while the rest says it is hard to do. Furthermore, some of the participants are able to create simple education game

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3

COLLOPY, FRED y ROBERT M. FUHRER. "A Visual Programming Language for Expressing Rhythmic Visuals". Journal of Visual Languages & Computing 12, n.º 3 (junio de 2001): 283–97. http://dx.doi.org/10.1006/jvlc.2001.0209.

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4

TYUGU, E. y R. VALT. "Visual Programming in NUT". Journal of Visual Languages & Computing 8, n.º 5-6 (diciembre de 1997): 523–44. http://dx.doi.org/10.1006/jvlc.1997.0069.

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5

João, Nuno, Fábio y Ana. "A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers". Education Sciences 9, n.º 3 (12 de julio de 2019): 181. http://dx.doi.org/10.3390/educsci9030181.

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In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master’s program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.

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6

Palagin, A. V., V. P. Boyun y A. S. Yurchenko. "?Matematik?`? A visual programming system". Cybernetics and Systems Analysis 28, n.º 6 (noviembre de 1992): 943–44. http://dx.doi.org/10.1007/bf01291299.

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7

St. Amant, Robert, Henry Lieberman, Richard Potter y Luke Zettlemoyer. "Programming by example: visual generalization in programming by example". Communications of the ACM 43, n.º 3 (marzo de 2000): 107–14. http://dx.doi.org/10.1145/330534.330549.

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8

Frost, Richard. "High-performance visual programming environments". ACM SIGGRAPH Computer Graphics 29, n.º 2 (mayo de 1995): 45–48. http://dx.doi.org/10.1145/204362.204373.

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9

Mascarell, Jordi Bataller. "Visual help to learn programming". ACM Inroads 2, n.º 4 (diciembre de 2011): 42–48. http://dx.doi.org/10.1145/2038876.2038891.

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10

Shu, N. C. "Visual programming: Perspectives and approaches". IBM Systems Journal 38, n.º 2.3 (1999): 199–221. http://dx.doi.org/10.1147/sj.382.0199.

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11

Penz, Franz. "Visual programming in the ObjectWorld". Journal of Visual Languages & Computing 2, n.º 1 (marzo de 1991): 17–41. http://dx.doi.org/10.1016/s1045-926x(05)80050-3.

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12

Citrin, Wayne. "HCI Issues in Visual Programming". Journal of Visual Languages & Computing 7, n.º 2 (junio de 1996): 129–30. http://dx.doi.org/10.1006/jvlc.1996.0008.

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13

Batiha, Qais, Noraidah Sahari, Nazatul Aini y Noorazean Mohd. "Adoption of Visual Programming Environments in Programming Learning". International Journal on Advanced Science, Engineering and Information Technology 12, n.º 5 (6 de septiembre de 2022): 1921. http://dx.doi.org/10.18517/ijaseit.12.5.15500.

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14

Mountapmbeme, Aboubakar, Obianuju Okafor y Stephanie Ludi. "Addressing Accessibility Barriers in Programming for People with Visual Impairments: A Literature Review". ACM Transactions on Accessible Computing 15, n.º 1 (31 de marzo de 2022): 1–26. http://dx.doi.org/10.1145/3507469.

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Accessibility issues with programming languages and programming environments pose a major barrier for students with visual impairments to participate in computing related courses as well as threatens the productivity of professional programmers with visual impairments. To remedy this, the past two decades have witnessed an increase in accessibility research designed to investigate and address the challenges faced by people with visual impairments while programming or learning how to program. We conducted a literature review of accessibility research in this domain. The aim was to identify, aggregate, and highlight known accessibility barriers to programming faced by professional programmers and students with visual impairments learning how to code as well as to identify all solutions that have been proposed to address these barriers. We selected and analyzed 70 papers reporting on accessibility of programming and programming environments for people with visual impairments. Numerous barriers to programming by people with visual impairments have been identified in the literature. Some of these barriers are understudied and present opportunities for future work. A lot of studies have also proposed tools and new accessible programming languages to address the accessibility issues of current programming languages and programming environments.

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15

Bishop-Clark, Cathy. "Comparing Understanding of Programming Design Concepts Using Visual Basic and Traditional Basic". Journal of Educational Computing Research 18, n.º 1 (enero de 1998): 37–47. http://dx.doi.org/10.2190/0fg3-bvdk-2xb9-p1f6.

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This article addresses the question of whether an introductory programming course can be taught using a Visual Language (Visual Basic) without compromising students' understanding of programming design concepts. One group of students took an introductory programming course using a text-based programming language (Qbasic) and a second group took the same course using a visual programming language (Visual Basic). At the end of the semester the two groups were compared on their understanding of the programming design concepts of sequence, selection, iteration, variables, and arrays. Based on this study with eighty-nine students, Visual Basic students master the programming design concepts at least as well as traditional BASIC students and in some cases better. Visual Basic appears to be an excellent choice for a first programming course.

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16

Bresson, Jean, Carlos Agon y Gérard Assayag. "Visual Lisp/CLOS programming in OpenMusic". Higher-Order and Symbolic Computation 22, n.º 1 (marzo de 2009): 81–111. http://dx.doi.org/10.1007/s10990-009-9044-x.

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17

MODUGNO, F. y B. A. MYERS. "Visual Programming in a Visual Shell—A Unified Approach". Journal of Visual Languages & Computing 8, n.º 5-6 (diciembre de 1997): 491–522. http://dx.doi.org/10.1006/jvlc.1997.0049.

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18

Ladret, Didier y Michel Rueher. "VLP: a visual logic programming language". Journal of Visual Languages & Computing 2, n.º 2 (junio de 1991): 163–88. http://dx.doi.org/10.1016/s1045-926x(05)80028-x.

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19

CITRIN, WAYNE, SORAYA GHIASI y BENJAMIN ZORN. "VIPR and the Visual Programming Challenge". Journal of Visual Languages & Computing 9, n.º 2 (abril de 1998): 241–58. http://dx.doi.org/10.1006/jvlc.1998.0080.

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20

Loyall, Joseph P. y Simon M. Kaplan. "Visual concurrent programming with Δ-grammars". Journal of Visual Languages & Computing 3, n.º 2 (junio de 1992): 107–33. http://dx.doi.org/10.1016/1045-926x(92)90012-b.

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21

Young, Mark, Danielle Argiro y Jeremy Worley. "An object oriented visual programming language toolkit". ACM SIGGRAPH Computer Graphics 29, n.º 2 (mayo de 1995): 25–28. http://dx.doi.org/10.1145/204362.204368.

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22

Burnett, Margaret M. y Allen L. Ambler. "Interactive Visual Data Abstraction in a Declarative Visual Programming Language". Journal of Visual Languages & Computing 5, n.º 1 (marzo de 1994): 29–60. http://dx.doi.org/10.1006/jvlc.1994.1003.

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23

De Luca, Gennaro, Zhongtao Li, Sami Mian y Yinong Chen. "Visual programming language environment for different IoT and robotics platforms in computer science education". CAAI Transactions on Intelligence Technology 3, n.º 2 (junio de 2018): 119–30. http://dx.doi.org/10.1049/trit.2018.0016.

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24

Saito, Daisuke, Hironori Washizaki y Yoshiaki Fukazawa. "Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners". Journal of Information Technology Education: Research 16 (2017): 209–26. http://dx.doi.org/10.28945/3775.

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Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners). Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods. Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture. Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning. Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming; (2) The number of operations and input quantity influence both groups; (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners. Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming. Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming.

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25

Al-Tahat, Khalid. "The Impact of a 3D Visual Programming Tool on Students' Performance and Attitude in Computer Programming". Journal of Cases on Information Technology 21, n.º 1 (enero de 2019): 52–64. http://dx.doi.org/10.4018/jcit.2019010104.

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Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was explored in an introductory computer programming course using Java. Research participants were undergraduate computing students at Arab Open University – Jordan branch. Quasi-experimental design was adopted in this research, where two groups of students were chosen. The findings of this research showed that using Alice has positively impacted on students' performance and attitude towards computer programming and learning OOP concepts. The study suggests the incorporation of Alice in teaching introductory programming courses.

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26

Golemanova, Emilia y Tzanko Golemanov. "Genetic Algorithms in a Visual Declarative Programming". WSEAS TRANSACTIONS ON INFORMATION SCIENCE AND APPLICATIONS 19 (21 de junio de 2022): 138–52. http://dx.doi.org/10.37394/23209.2022.19.14.

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mperative languages like Java, C++, and Python are mostly used for the implementation of Genetic algorithms (GA). Other programming paradigms are far from being an object of study. The paper explores the advantages of a new non-mainstream programming paradigm, with declarative and nondeterministic features, in the implementation of GA. Control Network Programming (CNP) is a visual declarative style of programming in which the program is a set of recursive graphs, that are graphically visualized and developed. The paper demonstrates how the GA can be implemented in an automatic, i.e. non-procedural (declarative) way, using the built-in CNP inference mechanism and tools for its control. The CNP programs are easy to develop and comprehend, thus, CNP can be considered a convenient programming paradigm for efficient teaching and learning of nondeterministic, heuristic, and stochastic algorithms, and in particular GA. The outcomes of using CNP in delivering a course on Advanced Algorithm Design are shown and analyzed, and they strongly support the positive results in teaching when CNP is applied.

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27

Arpaci, Ibrahim, Pınar Onay Durdu y Alev Mutlu. "The Role of Self-Efficacy and Perceived Enjoyment in Predicting Computer Engineering Students' Continuous Use Intention of Scratch". International Journal of E-Adoption 11, n.º 2 (julio de 2019): 1–12. http://dx.doi.org/10.4018/ijea.2019070101.

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Scratch has been implemented as a preliminary programming environment to improve students' programming experience, motivation, and success in the Computer Science (CS) or Engineering departments. Acceptance and use of this visual programming environment by CS or Engineering students is a significant research area. Accordingly, this study investigated acceptance and use of Scratch programming environment by developing a theoretical model based on the Technology Acceptance Model (TAM). Structural equation modelling approach was used to validate the research model based on data collected from a sample of 186 Computer Engineering students. Results indicated that perceived enjoyment was significantly associated with the perceived usefulness and attitudes. Further, the results suggested that self-efficacy was significantly associated with the ease of use perceptions.

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28

Hu, Yue, Cheng-Huan Chen y Chien-Yuan Su. "Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis". Journal of Educational Computing Research 58, n.º 8 (29 de julio de 2020): 1467–93. http://dx.doi.org/10.1177/0735633120945935.

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Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g = 0.37; random-effects model g = 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided.

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29

Shimomura, Takao. "Visual design and programming for Web applications". Journal of Visual Languages & Computing 16, n.º 3 (junio de 2005): 213–30. http://dx.doi.org/10.1016/j.jvlc.2004.08.005.

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30

Tekli, Gilbert, Richard Chbeir y Jacques Fayolle. "A visual programming language for XML manipulation". Journal of Visual Languages & Computing 24, n.º 2 (abril de 2013): 110–35. http://dx.doi.org/10.1016/j.jvlc.2012.11.001.

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31

McHenry, William K. "R-technology: A soviet visual programming environment". Journal of Visual Languages & Computing 1, n.º 2 (junio de 1990): 199–212. http://dx.doi.org/10.1016/s1045-926x(05)80016-3.

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32

Landay, James A. "Tools review: Serius—a visual programming environment". Journal of Visual Languages & Computing 2, n.º 3 (septiembre de 1991): 297–303. http://dx.doi.org/10.1016/s1045-926x(06)80010-8.

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33

Burnett, Margaret M. y Marla J. Baker. "A Classification System for Visual Programming Languages". Journal of Visual Languages & Computing 5, n.º 3 (septiembre de 1994): 287–300. http://dx.doi.org/10.1006/jvlc.1994.1015.

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34

KIPER, JAMES D., ELIZABETH HOWARD y CHUCK AMES. "Criteria for Evaluation of Visual Programming Languages". Journal of Visual Languages & Computing 8, n.º 2 (abril de 1997): 175–92. http://dx.doi.org/10.1006/jvlc.1996.0034.

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35

AMBLER, ALLEN y ANDREW BROMAN. "Formulate Solution to the Visual Programming Challenge". Journal of Visual Languages & Computing 9, n.º 2 (abril de 1998): 171–209. http://dx.doi.org/10.1006/jvlc.1998.0076.

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36

HEGER, NIKOLAUS, ALLEN CYPHER y DAVID C. SMITH. "Cocoa at the Visual Programming Challenge 1997". Journal of Visual Languages & Computing 9, n.º 2 (abril de 1998): 151–69. http://dx.doi.org/10.1006/jvlc.1998.0079.

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37

WIRTZ, GUIDO y KANG ZHANG. "Visual Methods for Parallel and Distributed Programming". Journal of Visual Languages & Computing 12, n.º 2 (abril de 2001): 123–25. http://dx.doi.org/10.1006/jvlc.2000.0190.

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38

PHILIPPI, STEPHAN. "Visual Programming of Concurrent Object-Oriented Systems". Journal of Visual Languages & Computing 12, n.º 2 (abril de 2001): 127–43. http://dx.doi.org/10.1006/jvlc.2000.0192.

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39

Buditjahjanto, I. G. P. Asto, Luthfiyah Nurlaela, Ekohariadi y Mochamad Riduwan. "Learning Programming Technique through Visual Programming Application as Learning Media with Fuzzy Rating". International Journal of Information and Communication Technology Education 13, n.º 4 (octubre de 2017): 53–73. http://dx.doi.org/10.4018/ijicte.2017100105.

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Programming technique is one of the subjects at Vocational High School in Indonesia. This subject contains theory and application of programming utilizing Visual Programming. Students experience some difficulties to learn textual learning. Therefore, it is necessary to develop media as a tool to transfer learning materials. The objectives of this study are to determine the feasibility of learning media based on Visual Programming and to investigate the response of students who utilize the learning media. Learning media is firstly validated by experts before it is applied to students. This research implemented rating validation with fuzzy rating based on fuzzy inference system. Fuzzy benefits in translating a crisp form into the preference of linguistic variable form and reprocess into a crisp form as a value decision. The results revealed that fuzzy rating can be implemented to measure the feasibility of learning media and students' responses to the use of learning media.

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40

Quiroz-Fabián, José L., Graciela Román-Alonso, Miguel A. Castro-García, Jorge Buenabad-Chávez, Azzedine Boukerche y Manuel Aguilar-Cornejo. "VPPE: A Novel Visual Parallel Programming Environment". International Journal of Parallel Programming 47, n.º 5-6 (11 de junio de 2019): 1117–51. http://dx.doi.org/10.1007/s10766-019-00639-w.

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41

Banyasad, Omid y Philip T. Cox. "Visual Programming of Subsumption-Based Reactive Behaviour". International Journal of Advanced Robotic Systems 5, n.º 4 (1 de noviembre de 2008): 42. http://dx.doi.org/10.5772/6226.

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General purpose visual programming languages (VPLs) promote the construction of programs that are more comprehensible, robust, and maintainable by enabling programmers to directly observe and manipulate algorithms and data. However, they usually do not exploit the visual representation of entities in the problem domain, even if those entities and their interactions have obvious visual representations, as is the case in the robot control domain. We present a formal control model for autonomous robots, based on subsumption, and use it as the basis for a VPL in which reactive behaviour is programmed via interactions with a simulation.

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42

CASAKIN, HERNAN y WEI DAI. "Visual typology in design: A computational view". Artificial Intelligence for Engineering Design, Analysis and Manufacturing 16, n.º 1 (enero de 2002): 3–21. http://dx.doi.org/10.1017/s0890060401020029.

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This paper investigates the use of typological knowledge in the visual modality through a computer framework that combines multidisciplinary technologies from computer science, that is, artificial intelligence, software engineering, database system, and programming language, to help provide solutions and services to building designers. The solving of design problems frequently involves visual thinking, which has to do with the intensive use of visual knowledge like pictures, images, and other types of visual displays. The recognized power of typological knowledge in design problem solving is applied to support the exploration of a diversity of possible design solutions represented in a pictorial mode. The innovative use of computer science technologies enables a smooth link of visual typological knowledge with the design goals. Within the framework, a core technology was designed to respond to a designer's specific needs through dynamic user viewpoint generation, so that design solutions are associated with relevant (retrieved) visual typologies from the knowledge base. This has been achieved in a two-way process, in which the designer establishes an interactive dialogue with an experimental computerized framework.

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43

Davis, Daniel, Jane Burry y Mark Burry. "Understanding Visual Scripts: Improving Collaboration through Modular Programming". International Journal of Architectural Computing 9, n.º 4 (diciembre de 2011): 361–75. http://dx.doi.org/10.1260/1478-0771.9.4.361.

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Modularisation is a well-known method of reducing code complexity, yet architects are unlikely to modularise their visual scripts. In this paper the impact that modules used in visual scripts have on the architectural design process is investigated with regard to legibility, collaboration, reuse and design modification. Through a series of thinking-aloud interviews, and through the collaborative design and construction of the parametric Dermoid pavilion, modules are found to impact the culture of collaborative design in architecture through relatively minor alterations to how architects organise visual scripts.

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44

Zhao, Jing. "Art Visual Image Transmission Method Based on Cartesian Genetic Programming". Scientific Programming 2021 (30 de noviembre de 2021): 1–10. http://dx.doi.org/10.1155/2021/4628563.

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Because most of the traditional artistic visual image communication methods use the form of modeling and calculation, there are some problems such as long image processing time, low success rate of image visual communication, and poor visual effect. An artistic visual image communication method based on Cartesian genetic programming is proposed. The visual expression sensitivity difference method is introduced to process the image data, the neural network is used to identify the characteristics of the artistic visual image, the midpoint displacement method is used to remove the folds of the artistic visual image, and the processed image is formed under the above three links. The Cartesian genetic programming algorithm is used to encode the preprocessed image, improve the fitness function, select the algorithm to improve the operation, design the image rendering platform, input the processed image to the platform, and complete the artistic visual image transmission. The analysis of the experimental results shows that the image processing time of this method is short, the success rate of visual communication is high, and the image visual effect is good, which can obtain the image processing results satisfactory to users.

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45

Poswig, Jörg, Guido Vrankar y Claudio Morara. "VisaVis: a Higher-order Functional Visual Programming Language". Journal of Visual Languages & Computing 5, n.º 1 (marzo de 1994): 83–111. http://dx.doi.org/10.1006/jvlc.1994.1005.

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46

Biancardi, A., M. Mosconi y A. Rubini. "Papilio: A Visual Environment for Multi-SIMD Programming". Journal of Visual Languages & Computing 6, n.º 4 (diciembre de 1995): 349–66. http://dx.doi.org/10.1006/jvlc.1995.1020.

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47

Graham, Nicholas T. C., Catherine A. Morton y Tore Urnes. "ClockWorks: Visual Programming of Component-Based Software Architectures". Journal of Visual Languages & Computing 7, n.º 2 (junio de 1996): 175–96. http://dx.doi.org/10.1006/jvlc.1996.0010.

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48

RODGERS, P. J. y P. J. H. KING. "A Graph-Rewriting Visual Language for Database Programming". Journal of Visual Languages & Computing 8, n.º 5-6 (diciembre de 1997): 641–74. http://dx.doi.org/10.1006/jvlc.1997.0033.

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49

JACKSON, D. y M. A. BELL. "String-Pattern Matching in a Visual Programming Language". Journal of Visual Languages & Computing 8, n.º 5-6 (diciembre de 1997): 545–61. http://dx.doi.org/10.1006/jvlc.1997.0058.

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50

AGUST Í, JAUME, JORDI PUIGSEGUR y DAVE ROBERTSON. "A Visual Syntax for Logic and Logic Programming". Journal of Visual Languages & Computing 9, n.º 4 (agosto de 1998): 399–427. http://dx.doi.org/10.1006/jvlc.1998.0090.

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Artículos de revistas sobre el tema "Visual programming (Computer science)"

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