Results from using an environment for interpreter-based projects for the programming languages courses

Barbara M. Moskal; L. A. Smith King; John Barr

doi:10.1109/FIE.2003.1264698

Results from using an environment for interpreter-based projects for the programming languages courses

Barbara M. Moskal, L. A. Smith King, John Barr

Education Curriculum Instruction

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The Multiple Language Environment (MuLE) software tool is designed to support the teaching of programming languages using a combination of comparative and interpretive approaches. Accompanying the MuLE software tool is a user's manual and a selection of pre-developed projects, scheme pre-labs, and testing programs. MuLE projects have been designed to vary in both size and complexity, allowing the instructor to select the appropriate level of classroom implementation. Formal assessment results indicate that students who used the MuLE software tool throughout a semester displayed a greater increase in content knowledge than did students who completed a traditional programming language course.

Original language	English
Title of host publication	33rd Annual Frontiers in Education
Subtitle of host publication	Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	F2C1-F2C5
ISBN (Electronic)	0780379616
DOIs	https://doi.org/10.1109/FIE.2003.1264698
State	Published - 2003
Event	33rd Annual Frontiers in Education, FIE 2003 - Westminster, United States Duration: Nov 5 2003 → Nov 8 2003

Publication series

Name	Proceedings - Frontiers in Education Conference, FIE
Volume	2
ISSN (Print)	1539-4565

Conference

Conference	33rd Annual Frontiers in Education, FIE 2003
Country	United States
City	Westminster
Period	11/5/03 → 11/8/03

Keywords

Assessment
Computer science
Instructional methods
Programming languages

Access to Document

10.1109/FIE.2003.1264698

Link to publication in Scopus

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Moskal, B. M., Smith King, L. A., & Barr, J. (2003). Results from using an environment for interpreter-based projects for the programming languages courses. In 33rd Annual Frontiers in Education: Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings (pp. F2C1-F2C5). [1264698] (Proceedings - Frontiers in Education Conference, FIE; Vol. 2). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2003.1264698

Moskal, Barbara M. ; Smith King, L. A. ; Barr, John. / Results from using an environment for interpreter-based projects for the programming languages courses. 33rd Annual Frontiers in Education: Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings. Institute of Electrical and Electronics Engineers Inc., 2003. pp. F2C1-F2C5 (Proceedings - Frontiers in Education Conference, FIE).

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abstract = "The Multiple Language Environment (MuLE) software tool is designed to support the teaching of programming languages using a combination of comparative and interpretive approaches. Accompanying the MuLE software tool is a user's manual and a selection of pre-developed projects, scheme pre-labs, and testing programs. MuLE projects have been designed to vary in both size and complexity, allowing the instructor to select the appropriate level of classroom implementation. Formal assessment results indicate that students who used the MuLE software tool throughout a semester displayed a greater increase in content knowledge than did students who completed a traditional programming language course.",

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series = "Proceedings - Frontiers in Education Conference, FIE",

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Moskal, BM, Smith King, LA & Barr, J 2003, Results from using an environment for interpreter-based projects for the programming languages courses. in 33rd Annual Frontiers in Education: Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings., 1264698, Proceedings - Frontiers in Education Conference, FIE, vol. 2, Institute of Electrical and Electronics Engineers Inc., pp. F2C1-F2C5, 33rd Annual Frontiers in Education, FIE 2003, Westminster, United States, 11/5/03. https://doi.org/10.1109/FIE.2003.1264698

Results from using an environment for interpreter-based projects for the programming languages courses. / Moskal, Barbara M.; Smith King, L. A.; Barr, John.

33rd Annual Frontiers in Education: Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings. Institute of Electrical and Electronics Engineers Inc., 2003. p. F2C1-F2C5 1264698 (Proceedings - Frontiers in Education Conference, FIE; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - The Multiple Language Environment (MuLE) software tool is designed to support the teaching of programming languages using a combination of comparative and interpretive approaches. Accompanying the MuLE software tool is a user's manual and a selection of pre-developed projects, scheme pre-labs, and testing programs. MuLE projects have been designed to vary in both size and complexity, allowing the instructor to select the appropriate level of classroom implementation. Formal assessment results indicate that students who used the MuLE software tool throughout a semester displayed a greater increase in content knowledge than did students who completed a traditional programming language course.

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Moskal BM, Smith King LA, Barr J. Results from using an environment for interpreter-based projects for the programming languages courses. In 33rd Annual Frontiers in Education: Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry, FIE 2003 - Conference Proceedings. Institute of Electrical and Electronics Engineers Inc. 2003. p. F2C1-F2C5. 1264698. (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2003.1264698