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Artigos de revistas sobre o tema "Visual programming (Computer science)"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 29 de julho de 2024

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1

Gunawan, Dedi, e Fatah Yasin Al Irsyadi. "PEMANFAATAN PEMROGRAMAN VISUAL SEBAGAI ALTERNATIF PEMBUATAN MEDIA BELAJAR BERBASIS GAME DAN ANIMASI". Warta LPM 19, n.º 1 (1 de março 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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Pau, L. F., e H. Olason. "Visual logic programming". Journal of Visual Languages & Computing 2, n.º 1 (março de 1991): 3–15. http://dx.doi.org/10.1016/s1045-926x(05)80049-7.

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Chien-Hsing Huang. "Programming Teaching in the Era of Artificial Intelligence". Eximia 13 (6 de julho de 2024): 583–89. http://dx.doi.org/10.47577/eximia.v13i1.488.

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With the development of science and technology, computer applications are changing with each passing day, changing our lives in all aspects. Computers have become an indispensable tool in life, and learning programming languages to operate computers has become a major focus of education. From low-level languages to high-level languages to visual programming languages, and finally to generative artificial intelligence to generate code. Program development tools are constantly updated as computers advance. This has the benefit of lowering barriers to learning, but also results in a weaker understanding of how the program works. This article designs a programming language learning strategy that combines the above programming development tools to lower the threshold for programming language learning and improve learning efficiency.

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João, Nuno, Fábio e Ana. "A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers". Education Sciences 9, n.º 3 (12 de julho 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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COLLOPY, FRED, e ROBERT M. FUHRER. "A Visual Programming Language for Expressing Rhythmic Visuals". Journal of Visual Languages & Computing 12, n.º 3 (junho de 2001): 283–97. http://dx.doi.org/10.1006/jvlc.2001.0209.

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

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

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

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Damanik, Abdi Rahim, Zulia Almaida Siregar, Susiani Susiani e Indra Gunawan. "Pelatihan Peningkatan Kompetensi Programming Berbasis Desktop Menggunakan Software Visual Studio Net Pada SMK Swasta Islam Proyek UISU Siantar". Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) 3, n.º 1 (30 de abril de 2023): 121–27. http://dx.doi.org/10.55606/jpkmi.v3i1.1393.

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Technology in this era is growing rapidly, especially in the field of computers and technology. Where we can see that these developments can facilitate the work of humans or employees and employees. In the education sector, computer science is needed so that teachers can easily provide up-to-date material and are not left behind in today's very rapid technological developments. For this reason, training on programming-based computer science is needed. Many teachers or employees in their understanding of knowing computers are only limited to Ms. Because of that, Office is often used in daily activities. In computer science, there are actually many applications/programs that can make work easier. For this reason, this training was created to introduce one of the application programs in computer science, namely the Visual Studio Net application and the PHPMyAdmin Database. In the training activities carried out at the UISU Siantar Project Islamic Private Vocational School to build a desktop-based information system development process or an application embedded in a computer. Application designed with offline software that has been prepared by the school

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

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

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DeLozier, Christian, e James Shey. "Using Visual Programming Games to Study Novice Programmers". International Journal of Serious Games 10, n.º 2 (7 de junho de 2023): 115–36. http://dx.doi.org/10.17083/ijsg.v10i2.577.

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Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to study because they are, by definition, novices. We have designed a visual programming language and game-based framework for studying how novice programmers solve parallel problems. This tool was used to conduct an initial study on 95 undergraduate students with little to no prior programming experience. 71% of all volunteer participants completed the study in 48 minutes on average. This study demonstrated that novice programmers could solve parallel problems, and this framework can be used to conduct more thorough studies of how novice programmers approach parallel code.

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

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

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Bishop-Clark, Cathy. "Comparing Understanding of Programming Design Concepts Using Visual Basic and Traditional Basic". Journal of Educational Computing Research 18, n.º 1 (janeiro 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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Mountapmbeme, Aboubakar, Obianuju Okafor e 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 março 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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Batiha, Qais, Noraidah Sahari, Nazatul Aini e 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 setembro de 2022): 1921. http://dx.doi.org/10.18517/ijaseit.12.5.15500.

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

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

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

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

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

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Saito, Daisuke, Hironori Washizaki e 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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De Luca, Gennaro, Zhongtao Li, Sami Mian e 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 (junho de 2018): 119–30. http://dx.doi.org/10.1049/trit.2018.0016.

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

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Arpaci, Ibrahim, Pınar Onay Durdu e 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 (julho 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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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 (janeiro 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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Wang, Jinying, e Jing Yang. "Multi-Threaded Data Communication in Java for Advanced Computing Environments". Scalable Computing: Practice and Experience 24, n.º 4 (17 de novembro de 2023): 1087–96. http://dx.doi.org/10.12694/scpe.v24i4.2383.

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The performance of operating systems like computers requires the proper functioning of the computer language interpreter. This interpreter follows various types of programming languages that make the performing of computer programming easy and effective. The application of the programming language of Java helps in processing multiple tasks at once. This research analyzes the novelty of Java-based data communication models in advanced computing services. This performance makes the saving of the resources used for the development of the programming language. All these development includes the performing of the multiple threads communication data processing. These multiple threads help distribute the single processed input in the multi-channel language processing, thus helping the work competition in time. It also reduces the cost of maintaining the programming languages reduced. Thus, the implementing cost of resources required for programming performance is reduced. Therefore, this implementation impacts the programmer to become more indented to use the language transformation process of Java. Moreover, it creates a more effective representation of the audio or visual content represented by a multi-tasking operating system. In this process of development in the language transformation of the operating system, the ability of the operating system for data processing improves. The systematic process of this language transformation helps in systematically transforming multiple programs at once.

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Hu, Yue, Cheng-Huan Chen e 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 julho 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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Al-Imamy, Samer Y. "Bridging the Gap: Template-Based Coding for Transitioning from Visual Logic to Text-Based Programming". International Journal of Information and Education Technology 14, n.º 3 (2024): 435–42. http://dx.doi.org/10.18178/ijiet.2024.14.3.2064.

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Visual programming environments, which utilize visual blocks or flowcharts to represent programming logic, have emerged as a key strategy to assist novice learners in overcoming the complexities associated with text-based programming. However, transitioning from these visual representations to full-text programming often presents a significant challenge for these learners. One solution to this challenge is the use of template-based coding, which has been shown to increase performance and reduce the number of errors made by students studying computer programming. This study used an experimental assignment and survey to evaluate the Code-By-Template (CBT) application among 82 students, revealing enhanced coding proficiency and positive student attitudes, highlighting the effectiveness of CBT in programming learning. The CBT, in particular, has been found to enhance students’ performance in successfully solving programming problems. The observed improvement in performance can be attributed to a 17% increase in scores (correctness) during the same time frame, suggesting a decrease in the number of errors. It is important to acknowledge that the scores mostly depend on the number and type of errors. Beyond this performance improvement, students have also expressed interest, describing the CBT as “extremely helpful” and “making programming easier.” This highlights the qualitative benefits of the tool in promoting appreciation for it, indicating its potential to enhance engagement as well as learning outcomes. The difficulty of learning programming code has had a persistent impact on retention rates in computer programming courses. However, the improved performance and learning ease facilitated by the CBT environment may offer a solution to this retention problem. By making the learning process more manageable and less error-prone, the CBT environment can help to ensure confidence-boosting and interest-fostering that lead to more students successfully completing their programming courses and continuing their studies in this field.

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Golemanova, Emilia, e Tzanko Golemanov. "Genetic Algorithms in a Visual Declarative Programming". WSEAS TRANSACTIONS ON INFORMATION SCIENCE AND APPLICATIONS 19 (21 de junho 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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Hijón-Neira, Raquel, Celeste Pizarro, John French, Pedro Paredes-Barragán e Michael Duignan. "Improving CS1 Programming Learning with Visual Execution Environments". Information 14, n.º 10 (20 de outubro de 2023): 579. http://dx.doi.org/10.3390/info14100579.

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Students in their first year of computer science (CS1) at universities typically struggle to grasp fundamental programming concepts. This paper discusses research carried out using a Java-based visual execution environment (VEE) to introduce fundamental programming concepts to CS1 students. The VEE guides beginner programmers through the fundamentals of programming, utilizing visual metaphors to explain and direct interactive tasks implemented in Java. The study’s goal was to determine if the use of the VEE in the instruction of a group of 63 CS1 students from four different groups enrolled in two academic institutions (based in Madrid, Spain and Galway, Ireland) results in an improvement in their grasp of fundamental programming concepts. The programming concepts covered included those typically found in an introductory programming course, e.g., input and output, conditionals, loops, functions, arrays, recursion, and files. A secondary goal of this research was to examine if the use of the VEE enhances students’ understanding of particular concepts more than others, i.e., whether there exists a topic-dependent benefit to the use of the VEE. The results of the study found that use of the VEE in the instruction of these students resulted in a significant improvement in their grasp of fundamental programming concepts compared with a control group who received instruction without the use of the VEE. The study also found a pronounced improvement in the students’ grasp of particular concepts (e.g., operators, conditionals, and loops), suggesting the presence of a topic-dependent benefit to the use of the VEE.

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

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

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

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

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KIPER, JAMES D., ELIZABETH HOWARD e 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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AMBLER, ALLEN, e 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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HEGER, NIKOLAUS, ALLEN CYPHER e 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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WIRTZ, GUIDO, e 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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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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Buditjahjanto, I. G. P. Asto, Luthfiyah Nurlaela, Ekohariadi e 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 (outubro 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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CASAKIN, HERNAN, e WEI DAI. "Visual typology in design: A computational view". Artificial Intelligence for Engineering Design, Analysis and Manufacturing 16, n.º 1 (janeiro 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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Fanchamps, Nardie L. J. A., Lou Slangen, Marcus Specht e Paul Hennissen. "The Impact of SRA-Programming on Computational Thinking in a Visual Oriented Programming Environment". Education and Information Technologies 26, n.º 5 (28 de junho de 2021): 6479–98. http://dx.doi.org/10.1007/s10639-021-10578-0.

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AbstractVisual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-programming originates from the programming of tangible robots, but can also be of equal value in visual programming with on-screen output. The underlying rationale is that programming in a visual programming environment using SRA leads to more understanding of the computational concepts addressed, resulting in a higher level of computational skill compared to visual programming without the application of SRA. Furthermore, it has been hypothesised that if pupils in a visual programming environment can anticipate unforeseen events and solve programming tasks by applying SRA, they will be better able to solve complex computational thinking tasks. To establish if characteristic differences in the development of computational thinking can be measured when SRA-programming is applied in a visual programming environment with an on-screen output, we assessed the applicability of SRA-programming with visual output as the main component of the execution of developed code. This research uses a pre-test post-test design that reveals significant differences in the development of computational thinking in two treatment conditions. To assess CT, the Computational Thinking Test (CTt) was used. Results show that when using SRA-programming in a visual programming environment it leads to an increased understanding of complex computational concepts, which results in a significant increase in the development of computational thinking.

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Ampofo Atta Senior, Isaac. "effects of students’ perception on self-efficacy in programming courses at the tertiary institution". Ukrainian Journal of Educational Studies and Information Technology 11, n.º 2 (30 de junho de 2023): 85–98. http://dx.doi.org/10.32919/uesit.2023.02.02.

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Programming is a difficult subject to learn and teach. When it comes to students learning basic programming information and skills, university-level introductory programming courses (Java, C++, Visual Basic, and Python) are critical. Students' achievement is negatively impacted by a negative attitude about programming. As a result, the study discovered the impact of students' perceptions in university computer programming courses. The study covered students studying Computer Science from the University of Ghana. A survey descriptive design with a quantitative technique was used in this investigation. The population of the study was 2,030 with 368 sample size. Purposive sampling was utilized to choose University of Ghana, Legon as the study's location. The study's participants were chosen using a stratified random sampling technique. Closed-ended questionnaire was used for data collection. The SPSS version 26 and PROCESS Macro were used to analyze the data. Respondents’ data were examined applying both inferential and descriptive statistics. The study revealed that students see programming as unfamiliar was the highest perception of programming to students. The study found that students see programming as easy with dedication was the lowest perception of programming to students. In conclusion, the significant impact of perception of students in Computer Programming account for 84% of the contribution of factors that influence self-efficacy.

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

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Banyasad, Omid, e Philip T. Cox. "Visual Programming of Subsumption-Based Reactive Behaviour". International Journal of Advanced Robotic Systems 5, n.º 4 (1 de novembro 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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