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- Creators: Debussy, Claude, 1862-1918
- Creators: Haydn, Joseph, 1732-1809
Description
Continuous Delivery, as one of the youngest and most popular member of agile model family, has become a popular concept and method in software development industry recently. Instead of the traditional software development method, which requirements and solutions must be fixed before starting software developing, it promotes adaptive planning, evolutionary development and delivery, and encourages rapid and flexible response to change. However, several problems prevent Continuous Delivery to be introduced into education world. Taking into the consideration of the barriers, we propose a new Cloud based Continuous Delivery Software Developing System. This system is designed to fully utilize the whole life circle of software developing according to Continuous Delivery concepts in a virtualized environment in Vlab platform.
ContributorsDeng, Yuli (Author) / Huang, Dijiang (Thesis advisor) / Davulcu, Hasan (Committee member) / Chen, Yinong (Committee member) / Arizona State University (Publisher)
Created2013
Description
The focus of this document is the examination of a new robot simulator developed to aid students in learning robotics programming and provide the ability to test their programs in a simulated world. The simulator, accessed via a website, provides a simulated environment, programming interface, and the ability to control a simulated robot. The simulated environment consists of a user-customizable maze and a robot, which can be controlled manually, via Web service, or by utilizing the Web programming interface. The Web programming interface provides dropdown boxes from which the users may select various options to program their implementations. It is designed to aid new students in the learning of basic skills and thought processes used to program robots. Data was collected and analyzed to determine how effective this system is in helping students learn. This included how quickly students were able to program the algorithms assigned to them and how many lines of code were used to implement them. Students' performance was also monitored to determine how well they were able to use the program and if there were any significant problems. The students also completed surveys to communicate how well the website helped them learn and understand various concepts. The data collected shows that the website was a helpful learning tool for the students and that they were able to use the programming interface quickly and effectively.
ContributorsDrown, Garrett (Author) / Tsai, Wei-Tek (Thesis advisor) / Chen, Yinong (Thesis advisor) / Claveau, David (Committee member) / Arizona State University (Publisher)
Created2012
Description
Debugging is a boring, tedious, time consuming but inevitable step of software development and debugging multiple threaded applications with user interactions is even more complicated. Since concurrency and synchronism are normal features in Android mobile applications, the order of thread execution may vary in every run even with the same input. To make things worse, the target erroneous cases may happen just in a few specific runs. Besides, the randomness of user interactions makes the whole debugging procedure more unpredictable. Thus, debugging a multiple threaded application is a tough and challenging task. This thesis introduces a replay mechanism for debugging user interactive multiple threaded Android applications. The approach is based on the 'Lamport Clock' concept, 'Event Driven' implementation and 'Client-Server' architecture. The debugger tool described in this thesis provides a user controlled debugging environment where users or developers are allowed to use modified record application to generate a log file. During the record time, all the necessary events like thread creation, synchronization and user input are recorded. Therefore, based on the information contained in the generated log files, the debugger tool can replay the application off-line since log files provide the deterministic order of execution. In this case, user or developers can replay an application as many times as they need to pinpoint the errors in the applications.
ContributorsLu, He (Author) / Lee, Yann-Hang (Thesis advisor) / Fainekos, Georgios (Committee member) / Chen, Yinong (Committee member) / Arizona State University (Publisher)
Created2012
Description
Computational thinking, the creative thought process behind algorithmic design and programming, is a crucial introductory skill for both computer scientists and the population in general. In this thesis I perform an investigation into introductory computer science education in the United States and find that computational thinking is not effectively taught at either the high school or the college level. To remedy this, I present a new educational system intended to teach computational thinking called Genost. Genost consists of a software tool and a curriculum based on teaching computational thinking through fundamental programming structures and algorithm design. Genost's software design is informed by a review of eight major computer science educational software systems. Genost's curriculum is informed by a review of major literature on computational thinking. In two educational tests of Genost utilizing both college and high school students, Genost was shown to significantly increase computational thinking ability with a large effect size.
ContributorsWalliman, Garret (Author) / Atkinson, Robert (Thesis advisor) / Chen, Yinong (Thesis advisor) / Lee, Yann-Hang (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsHaydn, Joseph, 1732-1809 (Composer)