A tool for self-learning assembly language programming and computer architecture: Design and evaluation
This article presents the design of a system that can be used in different teaching and learning activities, in particular teaching assembly language programming and basic computer architecture for undergraduate studies. The system can be a self‐learning tool for students. On the other hand, teacher...
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| Published in | Computer applications in engineering education Vol. 19; no. 2; pp. 286 - 293 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.06.2011
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1061-3773 1099-0542 1099-0542 |
| DOI | 10.1002/cae.20310 |
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| Abstract | This article presents the design of a system that can be used in different teaching and learning activities, in particular teaching assembly language programming and basic computer architecture for undergraduate studies. The system can be a self‐learning tool for students. On the other hand, teachers can utilize this system to develop prototype systems and to demonstrate theories pertaining to operations of microprocessor‐based systems. This educational tool includes hardware and software components, which were developed by the authors. The design of this system is based on principles of constructivism and learning is through hands‐on experience. The system is very flexible and users can incorporate new modules for more advanced learning. Due to its flexibility and ease of use, it can also be employed as a supplementary tool for teaching other engineering subjects. Data collected from our evaluation study shows that majority of users found the system easy to use. In this article, features of the system, as well as its design and evaluation results are presented. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 286–293, 2011 |
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| AbstractList | This article presents the design of a system that can be used in different teaching and learning activities, in particular teaching assembly language programming and basic computer architecture for undergraduate studies. The system can be a self-learning tool for students. On the other hand, teachers can utilize this system to develop prototype systems and to demonstrate theories pertaining to operations of microprocessor-based systems. This educational tool includes hardware and software components, which were developed by the authors. The design of this system is based on principles of constructivism and learning is through hands-on experience. The system is very flexible and users can incorporate new modules for more advanced learning. Due to its flexibility and ease of use, it can also be employed as a supplementary tool for teaching other engineering subjects. Data collected from our evaluation study shows that majority of users found the system easy to use. In this article, features of the system, as well as its design and evaluation results are presented. [copy 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 286-293, 2011 This article presents the design of a system that can be used in different teaching and learning activities, in particular teaching assembly language programming and basic computer architecture for undergraduate studies. The system can be a self‐learning tool for students. On the other hand, teachers can utilize this system to develop prototype systems and to demonstrate theories pertaining to operations of microprocessor‐based systems. This educational tool includes hardware and software components, which were developed by the authors. The design of this system is based on principles of constructivism and learning is through hands‐on experience. The system is very flexible and users can incorporate new modules for more advanced learning. Due to its flexibility and ease of use, it can also be employed as a supplementary tool for teaching other engineering subjects. Data collected from our evaluation study shows that majority of users found the system easy to use. In this article, features of the system, as well as its design and evaluation results are presented. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 286–293, 2011 |
| Author | Chau, Chi-Fai Fung, Yu-Fai |
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| Cites_doi | 10.1063/1.53098 10.1119/1.18154 10.1016/S0360-1315(99)00019-6 10.1016/j.compedu.2005.11.025 10.1007/BF01575150 10.1016/j.compedu.2005.12.004 10.1007/978-94-009-1696-8 10.1119/1.19517 |
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| References_xml | – reference: H. M. Deitel, P. J. Deitel, J. P. Liperi, and C. H. Yaeger, Visual C++.Net How to program, Prentice Hall, New Jersey, 2004. – reference: I. Harel and S. Papert, Constructionism, Ablex Publishing, New Jersey, 1991. – reference: R. N. Steinberg, Computer in teaching science: To simulate or not simulate? Phys Educ Res (A Supplement to the Am J Phys) 68 (2000), S37-S41. – reference: S. Papert, Mindstorms: Children, computers, and powerful ideas, Basic Books, New York, 1993. – reference: G. W. A. Rowe and P. Gregor, A computer based learning system for teaching computing: Implementation and evaluation, Comput Educ 33 (1999), 65-76. – reference: R. Noss and C. Hoyles, Windows on mathematical meanings: Learning cultures and computers, Kluwer Academic Publishers, Dordrecht, 1996. – reference: L. Moreno, C. Gonzalez, I. Castilla, E. Gonzalez, and J. Sigut, Applying a constructivist and collaborative methodological approach in engineering education, Comput Educ 49 (2007), 891-915. – reference: D. J. Grayson and L. C. Mc Dermott, Use of the computer for research on student thinking in Physics, Am J Phys 64 (1996), 557-565. – reference: G. Faraco and L. Gabriele, Using LabVIEW for applying mathematical models in representing phenomena, Comput Educ 49 (2007), 856-872. – reference: B. S. Eylon, M. Ronen, and U. Ganiel, Computer Simulations as tools for teaching and learning: Using a simulation environment in optics, J Sci Educ Technol 5 (1996), 93-110. – reference: Analog Devices, ADuC832 data sheet, Analog Devices, MA, 2002. – reference: C. Gane and T. Sarsen, Structured systems analysis: Tools and techniques, Prentice Hall, New Jersey, 1979. – volume: 68 start-page: S37 year: 2000 end-page: S41 article-title: Computer in teaching science: To simulate or not simulate? publication-title: Phys Educ Res (A Supplement to the Am J Phys) – volume: 33 start-page: 65 year: 1999 end-page: 76 article-title: A computer based learning system for teaching computing: Implementation and evaluation publication-title: Comput Educ – volume: 49 start-page: 856 year: 2007 end-page: 872 article-title: Using LabVIEW for applying mathematical models in representing phenomena publication-title: Comput Educ – year: 2002 – year: 2004 – year: 1996 – start-page: 903 year: 1997 end-page: 911 – volume: 5 start-page: 93 year: 1996 end-page: 110 article-title: Computer Simulations as tools for teaching and learning: Using a simulation environment in optics publication-title: J Sci Educ Technol – volume: 49 start-page: 891 year: 2007 end-page: 915 article-title: Applying a constructivist and collaborative methodological approach in engineering education publication-title: Comput Educ – year: 1991 – year: 1979 – year: 1993 – volume: 64 start-page: 557 year: 1996 end-page: 565 article-title: Use of the computer for research on student thinking in Physics publication-title: Am J Phys – start-page: 170 year: 1996 end-page: 198 – start-page: 215 year: 1999 end-page: 239 – ident: e_1_2_7_5_2 doi: 10.1063/1.53098 – start-page: 170 volume-title: Handbook of research for educational communications and technology year: 1996 ident: e_1_2_7_12_2 – ident: e_1_2_7_6_2 doi: 10.1119/1.18154 – ident: e_1_2_7_11_2 doi: 10.1016/S0360-1315(99)00019-6 – volume-title: Structured systems analysis: Tools and techniques year: 1979 ident: e_1_2_7_15_2 – volume-title: Visual C++.Net How to program year: 2004 ident: e_1_2_7_14_2 – ident: e_1_2_7_16_2 doi: 10.1016/j.compedu.2005.11.025 – ident: e_1_2_7_4_2 doi: 10.1007/BF01575150 – ident: e_1_2_7_10_2 doi: 10.1016/j.compedu.2005.12.004 – volume-title: Constructionism year: 1991 ident: e_1_2_7_2_2 – volume-title: Mindstorms: Children, computers, and powerful ideas year: 1993 ident: e_1_2_7_3_2 – ident: e_1_2_7_9_2 doi: 10.1007/978-94-009-1696-8 – start-page: 215 volume-title: Instructional design theories and models year: 1999 ident: e_1_2_7_8_2 – volume-title: ADuC832 data sheet year: 2002 ident: e_1_2_7_13_2 – ident: e_1_2_7_7_2 doi: 10.1119/1.19517 |
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| SubjectTerms | Architecture assembly language programming Computer programs computer-aided learning Design engineering Education Learning microprocessor-based systems Programming Teaching |
| Title | A tool for self-learning assembly language programming and computer architecture: Design and evaluation |
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