Communications of the ACM
Program understanding behavior during debugging of large scale software
ESP '97 Papers presented at the seventh workshop on Empirical studies of programmers
Thinking parallel: the process of learning concurrency
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Automated Software Engineering
JaVis: A UML-Based Visualization and Debugging Environment for Concurrent Java Programs
Revised Lectures on Software Visualization, International Seminar
Designing the whyline: a debugging interface for asking questions about program behavior
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Students' alternative standards for correctness
Proceedings of the first international workshop on Computing education research
Bogor: A Flexible Framework for Creating Software Model Checkers
TAIC-PART '06 Proceedings of the Testing: Academic & Industrial Conference on Practice And Research Techniques
Student errors in concurrent programming assignments
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
How students develop concurrent programs
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Students' understandings of concurrent programming
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
Java replay for dependence-based debugging
Proceedings of the Workshop on Parallel and Distributed Systems: Testing, Analysis, and Debugging
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We use empirical studies of how students understand concurrent programming and write concurrent programs to determine problem areas in students' understandings and approaches. We then suggest ways to deal with these problems to help students understand what is wrong with their concurrent programs. These include testing and visual debugging tools to help students find and understand their errors as well as feedback from teachers that makes use of these tools and knowledge of the students' understandings to clearly explain to students where they have gone wrong.