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Description
Assemblers and compilers provide feedback to a programmer in the form of error messages. These error messages become input to the debugging model of the programmer. For the programmer to fix an error, they should first locate the error in the program, understand what is causing that error, and finally resolve that error. Error messages play an important role in all three stages of fixing of errors. This thesis studies the effects of error messages in the context of teaching programming. Given an error message, this work investigates how it effects student’s way of 1) understanding the error, and 2) fixing the error. As part of the study, three error message types were developed – Default, Link and Example, to better understand the effects of error messages. The Default type provides an assembler-centric single line error message, the Link type provides a program-centric detailed error description with a hyperlink for more information, and the Example type provides a program centric detailed error description with a relevant example. All these error message types were developed for assembly language programming. A think aloud programming exercise was conducted as part of the study to capture the student programmer’s knowledge model. Different codes were developed to analyze the data collected as part of think aloud exercise. After transcribing, coding, and analyzing the data, it was found that the Link type of error message helped to fix the error in less time and with fewer steps. Among the three types, the Link type of error message also resulted in a significantly higher ratio of correct to incorrect steps taken by the programmer to fix the error.
ContributorsBeejady Murthy Kadekar, Harsha Kadekar (Author) / Sohoni, Sohum (Thesis advisor) / Craig, Scotty D. (Committee member) / Jordan, Shawn S (Committee member) / Gary, Kevin A (Committee member) / Arizona State University (Publisher)
Created2017
Description
Parents in STEM careers are more apt to guide their kids towards STEM careers (Sherburne-Michigan, 2017). There are STEM programs and classes for students who are interested in related fields, but the conundrum is that students need to be interested in order to choose to participate. The goal of this creative project was to introduce engineering concepts in a high school class to reveal and investigate the ways in which engineering concepts can be successfully introduced to a larger student populace to increase interest in engineering programs, courses, and degrees. A lesson plan and corresponding materials - including circuit kits and a simulated ball launching station with graphical display - were made to accomplish this goal. Throughout the lesson students were asked to (1) use given materials to accomplish a goal, (2) predict outcomes based on conceptual understanding and mathematical calculations, (3) test predictions, (4) record data, and (5) analyze data to generate results. The students first created a simple circuit to understand the circuit components and learn general electrical engineering concepts. A simple light dimmer circuit let students demonstrate understanding of electrical concepts (e.g., voltage, current resistance) before using the circuit to a simulated motor in order to launch a ball. The students were then asked to predict the time and height of a ball launched with various settings of their control circuit. The students were able to test their theories with the simulated launcher test set up shown in Figure 25 and collect data to create a parabolic height versus time graph. Based on the measured graph, the students were able to record their results and compare calculated values to real-world measured values. The results of the study suggest ways to introduce students to engineering while developing hands-on concept modeling of projectile motion and circuit design in math classrooms. Additionally, this lesson identifies a rich topic for teachers and STEM education researchers to explore lesson plans with interdisciplinary connections to engineering. This report will include the inspiration for the product, related work, iterative design process, and the final design. This information will be followed by user feedback, a project reflection, and lessons learned. The report will conclude with a summary and a discussion of future work.
ContributorsBurgess, Kylee Rae (Author) / Jordan, Shawn (Thesis director) / Sohoni, Sohum (Committee member) / Kinach, Barbara (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Software engineering education today is a technologically advanced and rapidly evolving discipline. Being a discipline where students not only design but also build new technology, it is important that they receive a hands on learning experience in the form of project based courses. To maximize the learning benefit, students must conduct project-based learning activities in a consistent rhythm, or cadence. Project-based courses that are augmented with a system of frequent, formative feedback helps students constantly evaluate their progress and leads them away from a deadline driven approach to learning.
One aspect of this research is focused on evaluating the use of a tool that tracks student activity as a means of providing frequent, formative feedback. This thesis measures the impact of the tool on student compliance to the learning process. A personalized dashboard with quasi real time visual reports and notifications are provided to undergraduate and graduate software engineering students. The impact of these visual reports on compliance is measured using the log traces of dashboard activity and a survey instrument given multiple times during the course.
A second aspect of this research is the application of learning analytics to understand patterns of student compliance. This research employs unsupervised machine learning algorithms to identify unique patterns of student behavior observed in the context of a project-based course. Analyzing and labeling these unique patterns of behavior can help instructors understand typical student characteristics. Further, understanding these behavioral patterns can assist an instructor in making timely, targeted interventions. In this research, datasets comprising of student’s daily activity and graded scores from an under graduate software engineering course is utilized for the purpose of identifying unique patterns of student behavior.
One aspect of this research is focused on evaluating the use of a tool that tracks student activity as a means of providing frequent, formative feedback. This thesis measures the impact of the tool on student compliance to the learning process. A personalized dashboard with quasi real time visual reports and notifications are provided to undergraduate and graduate software engineering students. The impact of these visual reports on compliance is measured using the log traces of dashboard activity and a survey instrument given multiple times during the course.
A second aspect of this research is the application of learning analytics to understand patterns of student compliance. This research employs unsupervised machine learning algorithms to identify unique patterns of student behavior observed in the context of a project-based course. Analyzing and labeling these unique patterns of behavior can help instructors understand typical student characteristics. Further, understanding these behavioral patterns can assist an instructor in making timely, targeted interventions. In this research, datasets comprising of student’s daily activity and graded scores from an under graduate software engineering course is utilized for the purpose of identifying unique patterns of student behavior.
ContributorsXavier, Suhas (Author) / Gary, Kevin A (Thesis advisor) / Bansal, Srividya K (Committee member) / Sohoni, Sohum (Committee member) / Arizona State University (Publisher)
Created2016
Description
The information era has brought about many technological advancements in the past
few decades, and that has led to an exponential increase in the creation of digital images and
videos. Constantly, all digital images go through some image processing algorithm for
various reasons like compression, transmission, storage, etc. There is data loss during this
process which leaves us with a degraded image. Hence, to ensure minimal degradation of
images, the requirement for quality assessment has become mandatory. Image Quality
Assessment (IQA) has been researched and developed over the last several decades to
predict the quality score in a manner that agrees with human judgments of quality. Modern
image quality assessment (IQA) algorithms are quite effective at prediction accuracy, and
their development has not focused on improving computational performance. The existing
serial implementation requires a relatively large run-time on the order of seconds for a single
frame. Hardware acceleration using Field programmable gate arrays (FPGAs) provides
reconfigurable computing fabric that can be tailored for a broad range of applications.
Usually, programming FPGAs has required expertise in hardware descriptive languages
(HDLs) or high-level synthesis (HLS) tool. OpenCL is an open standard for cross-platform,
parallel programming of heterogeneous systems along with Altera OpenCL SDK, enabling
developers to use FPGA's potential without extensive hardware knowledge. Hence, this
thesis focuses on accelerating the computationally intensive part of the most apparent
distortion (MAD) algorithm on FPGA using OpenCL. The results are compared with CPU
implementation to evaluate performance and efficiency gains.
few decades, and that has led to an exponential increase in the creation of digital images and
videos. Constantly, all digital images go through some image processing algorithm for
various reasons like compression, transmission, storage, etc. There is data loss during this
process which leaves us with a degraded image. Hence, to ensure minimal degradation of
images, the requirement for quality assessment has become mandatory. Image Quality
Assessment (IQA) has been researched and developed over the last several decades to
predict the quality score in a manner that agrees with human judgments of quality. Modern
image quality assessment (IQA) algorithms are quite effective at prediction accuracy, and
their development has not focused on improving computational performance. The existing
serial implementation requires a relatively large run-time on the order of seconds for a single
frame. Hardware acceleration using Field programmable gate arrays (FPGAs) provides
reconfigurable computing fabric that can be tailored for a broad range of applications.
Usually, programming FPGAs has required expertise in hardware descriptive languages
(HDLs) or high-level synthesis (HLS) tool. OpenCL is an open standard for cross-platform,
parallel programming of heterogeneous systems along with Altera OpenCL SDK, enabling
developers to use FPGA's potential without extensive hardware knowledge. Hence, this
thesis focuses on accelerating the computationally intensive part of the most apparent
distortion (MAD) algorithm on FPGA using OpenCL. The results are compared with CPU
implementation to evaluate performance and efficiency gains.
ContributorsGunavelu Mohan, Aswin (Author) / Sohoni, Sohum (Thesis advisor) / Ren, Fengbo (Thesis advisor) / Seo, Jae-Sun (Committee member) / Arizona State University (Publisher)
Created2017