Recent progress in logic programming (e.g., the development of the Answer Set Programming paradigm) has made it possible to teach it to general undergraduate and even high school students. Given the limited exposure of these students to computer science, the complexity of downloading, installing and using tools for writing logic programs could be a major barrier for logic programming to reach a much wider audience. We developed an online answer set programming environment with a self contained file system and a simple interface, allowing users to write logic programs and perform several tasks over the programs.
However, the animate predicate is different from theirs (?? Can someone make the difference very specific in the design section?) and we feel that our design is more natural in modeling animation tasks ( future work is to study these two designs -- goes to future work part). There are a few other major differences between our work and theirs. We use SPARC (e.g., sorts etc make it easier more effective to write correct programs compared with Clingo @cite_5 or DLV cite...). Next, ASPviz requires two programs one for drawing animation while the other is for information needed by the drawing animation. We don't require them to be separate program although we encourage the methodology of organize one program into two parts. Finally, we provide an online environment instead of a standalone application with the advantage: very expensive to install and manage a standalone program in a teaching environment for genera students particularly younger students (e.g., high school ones) @cite_10 ). Our online version allows us to HTML canvas will significantly reduce the development efforts.
@cite_5 @cite_10
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Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice. An intergenerational design team of children (ages 7-11 years old) along with graduate students and faculty in computer science and information studies developed a programming language for children, Toque. Concrete real-world cooking scenarios were used as programming metaphors to support an accessible programming learning experience. The Wiimote and Nunchuk were used as physical programming input devices. The programs that were created were pictorial recipes which dynamically controlled animations of an on-screen chef preparing virtual dishes in a graphical kitchen environment. Through multiple design sessions, programming strategies were explored, cooking metaphors were developed and, prototypes of the Toque environment were iterated. Results of these design experiences have shown us the importance of pair-programming, programming by storytelling, parallel programming, function-argument relationships, and the role of tangibility in overcoming challenges with constraints imposed by the system design.