Browsing by Author "Loose, Kenneth D."

Now showing 1 - 6 of 6
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    An Experimental program animation system
    (1992) Luterbach, Kenneth J.; Loose, Kenneth D.
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    Examining the Effect of Position in the Program on Performance in Discrete Mathematics
    (2005-09-27) Loose, Kenneth D.; Amillo, June
    The discrete mathematics component common to computer science programs is often a source of difficulty for students. Two common approaches have been to integrate the mathematics with computer science in a computer science course or requiring students to complete a discrete mathematics course from the mathematics department. Different approaches to instruction have been attempted with varying success. This paper reports the result of an investigation of student performance in discrete mathematics on the basis of the position in the program at which the student first attempts the discrete mathematics course offered by the mathematics department. The major sample includes 739 students over an 8-year period who first attempted the mathematics course in their first year, second year, or third year of the program. The analysis of the data indicated that there was a significantly better performance record for students who first attempted the course in their second or subsequent year. Analysis including 52 students in Spain found no significant difference between performance of first-year students in that country as compared to Canada. The conclusion reached is that position in the program is important and the increased maturity of students in second and subsequent years would indicate that the discrete mathematics course might best be placed in the second year rather than in the first.
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    A MODEL FOR VISUALIZING THE EXECUTION OF MODULA-2 PROGRAMS
    (1991-12-01) Loose, Kenneth D.
    This paper presents the initial work in adapting a model for visualizing program execution of Modula-2 programs that has been successfully used to describe execution of Pascal programs. Languages like Modula-2, which support external modules and their separate compilation, co-routines, and low-level interfaces involve concepts which cannot be readily analyzed and explained using static models. This model looks at execution in terms of source code to avoid some of the complexities which exist at the compiler/assembler level. The model mimics program execution through the introduction of block instances, static and dynamic links, and the binding rule as building blocks. Concepts of scope, parameter passing, information hiding, and quasi-concurrent processes are addressed using the model.
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    MOGL: a motion geometry language
    (1989) Harrison, John (John William); Loose, Kenneth D.
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    NYGAARD'S MODEL OF PROGRAM EXECUTION: A FRAMEWORK FOR PROGRAM VISUALIZATION
    (1991-12-01) Loose, Kenneth D.; Birtwistle, Graham
    This paper presents a dynamic model for understanding and visualizing how computer programs are executed in a block structured domain. Useful in its present form, it also provides a framework for implementing a program visualization system and can be generalized to most imperative languages. The model is used to explain such topics as dynamic program structure, (including recursion) the binding rule, procedure entry and exit, and the passing of arguments to procedures. The model also serves as a good introduction to implementation techniques since it closely mimics the way programs are executed. The sequence of presentation and examples used rely heavily on extensive classroom experience dating back to the 1960's. The programming language used in the examples is Pascal.
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    A RATIONALE FOR CHOOSING A PURELY FUNCTIONAL LANGUAGE IN A FIRSTCOURSE IN COMPUTER SCIENCE
    (1994-12-01) Loose, Kenneth D.
    This paper provides a rationale for the choice of a language in a first course in Computer Science. It begins by highlighting features of learning and the problem-solving process identified in cognitive science. A set of criteria for selecting a language for a first course are then postulated. Finally, potential benefits of using a purely functional language are identified and some comparisons made to the more traditional use of imperative languages in teaching a first course.