Mind over machine: the power of human intuition and expertise in the era of the computer
Mind over machine: the power of human intuition and expertise in the era of the computer
Analyzing the high frequency bugs in novice programs
Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers
An analysis of the on-line debugging process
Empirical studies of programmers: second workshop
Software—Practice & Experience
Introduction to the personal software process
Introduction to the personal software process
Software Inspection
Learning from Our Mistakes with Defect Causal Analysis
IEEE Software
What Is Software Testing? And Why Is It So Hard?
IEEE Software
A Study of the Effect of Imperfect Debugging on Software Development Cost
IEEE Transactions on Software Engineering
The case for assembly language programming
IEEE Transactions on Education
Debugging assistance for novices: a video repository
Working group reports on ITiCSE on Innovation and technology in computer science education
Backstop: a tool for debugging runtime errors
Proceedings of the 39th SIGCSE technical symposium on Computer science education
An introduction to program comprehension for computer science educators
Proceedings of the 2010 ITiCSE working group reports
A tutoring system for debugging: status report
Journal of Computing Sciences in Colleges
Debugging tutor: preliminary evaluation
Journal of Computing Sciences in Colleges
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We conducted a study to demonstrate that formal training in debugging helps students develop skills in diagnosing and removing defects from computer programs. To accomplish this goal in an assembly language course, we designed multiple activities to enhance students' debugging skills. These activities included debugging exercises, debugging logs, development logs and reflective memos, and collaborative assignments. In a previous paper, we reported positive qualitative results. Students agreed that formal debugging training enhanced their debugging skills. In this paper, we present positive quantitative results that support our previous qualitative results. Students who completed the optional debugging exercises spent significantly less time on debugging their programs than those who did not. Furthermore, we develop a model of debugging abilities and habits based on students' comments in their debugging logs, development logs, reflective memos, and evaluation surveys. Students and educators could use the model to diagnose students' current debugging skills and take actions to enhance their skills.