Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study

Damian Nicolalde-Rodriguez; Jaime Urquiza-Fuentes

doi:10.1109/VLHCC.2018.8506537

Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study

Damian Nicolalde-Rodriguez, Jaime Urquiza-Fuentes

Facultad de Ingeniería

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución de conferencia › revisión exhaustiva

Resumen

This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student's experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement.

Idioma original	Inglés
Título de la publicación alojada	Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018
Editores	Caitlin Kelleher, Gregor Engels, Joao Paulo Fernandes, Jacome Cunha, Jorge Mendes
Editorial	IEEE Computer Society
Páginas	313-314
Número de páginas	2
ISBN (versión digital)	9781538642351
DOI	https://doi.org/10.1109/VLHCC.2018.8506537
Estado	Publicada - 23 oct. 2018
Evento	2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018 - Lisbon, Portugal Duración: 1 oct. 2018 → 4 oct. 2018

Serie de la publicación

Nombre	Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC
Volumen	2018-October
ISSN (versión impresa)	1943-6092
ISSN (versión digital)	1943-6106

Conferencia

Conferencia	2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018
País/Territorio	Portugal
Ciudad	Lisbon
Período	1/10/18 → 4/10/18

Nota bibliográfica

Publisher Copyright:
© 2018 IEEE.

Acceder al documento

10.1109/VLHCC.2018.8506537

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Nicolalde-Rodriguez, D., & Urquiza-Fuentes, J. (2018). Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. En C. Kelleher, G. Engels, J. P. Fernandes, J. Cunha, & J. Mendes (Eds.), Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018 (pp. 313-314). Artículo 8506537 (Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC; Vol. 2018-October). IEEE Computer Society. https://doi.org/10.1109/VLHCC.2018.8506537

Nicolalde-Rodriguez, Damian ; Urquiza-Fuentes, Jaime. / Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018. editor / Caitlin Kelleher ; Gregor Engels ; Joao Paulo Fernandes ; Jacome Cunha ; Jorge Mendes. IEEE Computer Society, 2018. pp. 313-314 (Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC).

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abstract = "This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student's experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement.",

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Nicolalde-Rodriguez, D & Urquiza-Fuentes, J 2018, Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. En C Kelleher, G Engels, JP Fernandes, J Cunha & J Mendes (eds.), Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018., 8506537, Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC, vol. 2018-October, IEEE Computer Society, pp. 313-314, 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018, Lisbon, Portugal, 1/10/18. https://doi.org/10.1109/VLHCC.2018.8506537

Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. / Nicolalde-Rodriguez, Damian; Urquiza-Fuentes, Jaime.
Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018. ed. / Caitlin Kelleher; Gregor Engels; Joao Paulo Fernandes; Jacome Cunha; Jorge Mendes. IEEE Computer Society, 2018. p. 313-314 8506537 (Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC; Vol. 2018-October).

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución de conferencia › revisión exhaustiva

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PY - 2018/10/23

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N2 - This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student's experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement.

AB - This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student's experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement.

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Nicolalde-Rodriguez D, Urquiza-Fuentes J. Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study. En Kelleher C, Engels G, Fernandes JP, Cunha J, Mendes J, editores, Proceedings - 2018 IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC 2018. IEEE Computer Society. 2018. p. 313-314. 8506537. (Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC). doi: 10.1109/VLHCC.2018.8506537