• Journal of Digital Convergence
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• v.7 no.3
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• pp.113-122
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• 2009

The majority of programming education in the learning place attaches importance more to grammar, memorization of the imperative sentence and explanation of the program language itself than the specific way to use the target language. In addition, it is mainly used to teach theoretical knowledge based on the text. Consequently, current programming education has not interested learners in the programming learning and has not improved their ability in programming problems of the real world. We therefore developed a learning tool of C-language, which is based on the Console Wrapper. The purpose of proposing the learning tool was to make the programming education break from the typical theoretical learning and to let learners be interested in the programming education. By using the dynamic screen instead of the static console screen, the learners could enjoy learning the program. As a result of this study, we could know that the programming education using our learning tool is more effective than the typical C language programming education.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.111-120
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• 2013

Programming novices have various difficulties when they learn C language for the first time. Novices have a large burden for understanding of a C language grammar, and have a tendency to focus on the grammar rather than problem solving. Moreover, it requires programming domains to arouse student's interest for software development. This paper presents a programming environment for C languages education focusing on a problem solving. To this end, this paper defines Tiny-VPL that is a simple visual programming language for NXT robot programming and presents robot programming environment using Tiny-VPL. This paper also presents an environment for NXT robot programming using Mini-C language which is a subset of C language. For the purpose of helping to understand the C syntax and semantics, the visual and interactive conversion system of Tiny-VPL to Mini-C is provided. Our programming environment can arouse student's interest through robot programming and can be used effectively for C language education focusing on problem solving with graphical and interactive conversion of the visual language Tiny-VPL to the textual language Mini-C.

• KIISE Transactions on Computing Practices
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• v.20 no.12
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• pp.640-645
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• 2014

We now live in a society that is highly information-oriented, and as a result programming education has become more important and is emphasized day by day. Currently, there is strong support for carrying out programming education in early childhood, and various Web-based services have launched to provide programming education. Currently, Web-based programming education services have not yet launched in Korea. In particular, Web-based education services for C language programming, which is used in various areas in industry, are lacking due to limitations in the development environments. In this paper, we design and implement a Web-based programming learning system, 'ICANC', to provide the necessary information to learn and practice the C language.

• Journal of Engineering Education Research
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• v.22 no.1
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• pp.29-38
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• 2019

Integration is an important intellectual ability to reconfigure several separated elements into one unified form and to concisely and categorically express them. In this paper, we classify the types of integration in C language, and propose a systematic and incremental method to transform to better code based on the integration types. This transformation method could also be used as a means to improve integrated thinking and efficiently learn C language, and will improve development ability in C programming or other language programming.

• Journal of Digital Contents Society
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• v.10 no.2
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• pp.367-373
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• 2009

Computer programming education helps students understand abstract concepts better and solve given problems independently. Many previous studies on programming education have focused on procedural programming languages such as BASIC and C, but studies on objected-oriented program ming language like JAVA is rare. This paper examines how an architectural neural, objected-oriented JAVA programming study system can improve logical thinking ability and encourage self-led study and stimulate interests in computers among elementary school students. The system has been developed and is suitable for distributed Internet environment. The experiment results demonstrated that the objected-oriented programming education enhances logical thinking ability, exerts a positive impact on student achievement in math and science, and stimulate interests in computers.

• Proceedings of the IEEK Conference
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• 2002.07a
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• pp.250-253
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• 2002

We have implemented an interactive multimedia education system for C programming. The system consists of two pars. One is multimedia contents to help students better understand C language syntax, programming style, and program logic and the other is a web-based compilation support system that compiles C programs at the server side which are submitted trough Web by students and returns their execution results to the students' PC. Although there are currently some restrictions that students should replace the inputs functions such as scanf(), getc() and getch() with assignment statements or fscanf(fp, , ), since the system has been implemented using general web technologies and shareware C compiler, the education system could be one solution that education institutions seek to reduce annual immense expenditure of money on C complier.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.56-61
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• 2011

As IT technology improves, software is being more and more important. Industry demands higher level of programming ability from university graduates. As a result, programming related courses already take higher possession of electronics department curricula. But even though the environment likewise computer laboratory is improved as much, and professors have tried to enhance the quality of their lectures and educational results, still programming education does not match the demand of our society and industry. In this paper, we introduce the overview of programming education in electronics department, KUT and discuss problems in programming language education especially for the 1st year students, since programming education to the 1st year university students becomes one of the most important part as it deals with fundamentals on programming language and we suggest its improvement directions in regards with students, teaching materials, professors, class size, and class hours.

• Convergence Security Journal
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• v.18 no.2
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• pp.59-67
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• 2018

The programming language is a core education area of software that is becoming increasingly important in the age of the fourth industrial revolution, but it requires mathematical knowledge and logical thinking skills, so that many local private university and college students with low basic skills are having difficulties learning it. This problem occasionally causes SW-major students to lose interest and confidence in their majors during the introductory course of programming languages; making them change their majors, or give up their studies. In this study, we designed an instructional model using Scratch for educating C-language which is a typical programming introductory language. To do this, we analyzed the concepts that can be trained by Scratch among the programming concepts supported by C-language, and developed the examples of Scratch for exercising the concepts. In addition, we designed an instructional model, by which the programming concepts are first learned through Scratch and then C-language is taught, and conducted an experiment on the SW-major freshman students of a local private university to verify the effectiveness of the model. In the situation where SW education is becoming common, we expect that this study will help programming language education of security IT students.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.1-10
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• 2022

Learning C programming language in electronics education is an important basic education course for understanding computer programming and acquiring the ability to use microprocessors in embedded systems. In order to focus on understanding basic grammar and algorithms, it is a common teaching method to write programs based on C standard library functions in the console window and learn theory and practice in parallel. However, if a student wants to start a project activity or go to a deeper stage after acquiring some basic knowledge of the C language, using only the C standard library function in the console window limits what a student can express or control with the C program. For the purpose of making it easier for a student to use graphics or multimedia resources and increase educational value, this paper studies a case of applying Simple DirectMedia Layer (SDL), an open source software, into the C programming language learning process. The SDL-based programming course applied after completing the basic programming curriculum performed in the console window is introduced, and the educational value is evaluated through a survey. As a result, more than 56% of the respondents expressed positive opinions in terms of improved application ability, stimulating interest, and overall usefulness, and less than 4% of them had negative opinions.

• 대한공업교육학회지
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• v.34 no.1
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• pp.210-237
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• 2009

The aim of this thesis is to develop a robot C programming curriculum with the subject of the students in the middle & High School and to prove the effect of the programming on creativity and programming ability. The content of the robot C programming curriculum consists of the introduction, basic knowledge and assembling of the robot (usage of kits and the theory of mechanism); the learning of the robot c programming; the assigned robot making; the original robot making, which is ultimately designed to improve the creative robot programming ability of students. The subjects are divided into two groups(38); one groups(11) taking the course of C++programming and the other(27) taking the robot C programming as well as C++programming. Then each group's improvement of creativity and programming ability is measured in both pretest and posttest. The students taking the robot C programming curriculum gain the product of the assigned robot and the original robot. Besides, it turns out that the curriculum have a meaningful effect in that students acquire the enhanced creativity according to the result of TTCT Creativity Test. Self evaluation also indicates the improvement of C++programming ability.