Cognitive process during program debugging
Shaochun Xu,Vaclav Rajlich +1 more
- 16 Aug 2004
- pp 176-182
56
TL;DR: In a case study, all six levels of Bloom's taxonomy of cognitive learning, from "knowledge through "comprehension", " application", "analysis", "synthesis", and "evaluation", are found, indicating that program debugging is a difficult cognitive task.
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Abstract: Program debugging is a critical and complex activity in software engineering. Accurate and fast debugging leads to high quality software and a short time-to-market. Debugging involves a very demanding cognitive process. In a case study, we found all six levels of Bloom's taxonomy of cognitive learning, from "knowledge" through "comprehension", "application", "analysis", "synthesis", and "evaluation". The involvement of the higher levels of Bloom's taxonomy, such as synthesis and evaluation, indicates that program debugging is a difficult cognitive task. This fact may explain the difference between novices and experts in debugging effectiveness.
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Citations
Tracking Students’ Cognitive Processes During Program Debugging—An Eye-Movement Approach
TL;DR: Adaptive instructional strategies and materials can be developed for students of different performance levels, to improve associated cognitive activities during debugging, which can foster learning during debugging and programming.
93
Software test effort estimation
TL;DR: In order to estimate the testing effort, this paper makes an attempt to establish Cognitive Information Complexity Measure (CICM) as an appropriate estimation tool.
46
Dialog-based protocol: an empirical research method for cognitive activities in software engineering
Shaochun Xu,Vaclav Rajlich +1 more
- 05 Dec 2005
TL;DR: The dialog-based protocol, derived from the idea of pair programming, is a significant alternative to the common think-aloud protocol, because it lessens the Hawthorne and placebo effects.
36
Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics
TL;DR: In this paper, a quasi-experimental study was conducted to evaluate the effectiveness of interdisciplinary STEM instruction by adopting modelling-based physics programming, and the results showed that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling.
27
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