Determining the feasibility of introducing concurrent programming into the lower-level curriculum via a controlled experiment
Elucidate: a tool to aid comprehension of concurrent object oriented execution
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Concurrency, objects and visualisation
ACSE '00 Proceedings of the Australasian conference on Computing education
Learning concurrency: evolution of students' understanding of synchronization
International Journal of Human-Computer Studies
A model-driven approach to teaching concurrency
ACM Transactions on Computing Education (TOCE)
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There have been selected cases of satisfactorily teaching undergraduates the topic of concurrent programming. However, these reported experiences did not validate nor invalidate the feasibility claim as they did not provide statistical evidence and validity threat acknowledgments. Prior to this study, there have not been any controlled experiments to address the feasibility of introducing concurrent programming into the curriculum. Unfortunately, in curriculum development, it is seldom that we make decisions based on experimentation. We conducted a controlled experiment to determine whether introducing concurrent programming into the novice or lower-level undergraduate curriculum is possible. The experimental hypotheses examined concurrent programming from a concepts perspective and a problem-solving perspective. We conducted a detailed analysis of both internal and external validity threats to assess not only the validity, but the generalizability of the findings. The findings provide scientific evidence that introducing concurrent programming into the novice or lower-level undergraduate curriculum is possible.