Addressing Student Fatigue in Computer Architecture Courses

Autor/inn/en	Fuentes, Pablo; Camarero, Cristobal; Herreros, David; Mateev, Vladimir; Vallejo, Fernando; Martinez, Carmen
Titel	Addressing Student Fatigue in Computer Architecture Courses
Quelle	In: IEEE Transactions on Learning Technologies, 15 (2022) 2, S.238-251 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuentes, Pablo) ORCID (Camarero, Cristobal) ORCID (Mateev, Vladimir) ORCID (Martinez, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2022.3163631
Schlagwörter	Computer Science Education; Computer System Design; Programming Languages; Fatigue (Biology); Handheld Devices; Troubleshooting; College Students; Foreign Countries; Student Satisfaction; Distance Education; COVID-19; Pandemics; Spain + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Fatigue; Ermüdung; Störfall; Collegestudent; Ausland; Distance study; Distance learning; Fernunterricht; Spanien
Abstract	Understanding the architecture of a processor can be uninteresting and deterring for computer science students, since low-level details of computer architecture are often perceived to lack real-world impact. These courses typically have a strong practical component where students learn the fundamentals of the computer architecture and the handling of input/output operations through the development of simple programs in a low-level assembly programming language. Since these practical sessions require a strong involvement, student attendance and withdrawal rates are poor, lowering academic results and introducing a negative feedback loop that preconditions students to dislike them. This article introduces a new methodology for the practical sessions of Computer Organization and Design courses. This methodology disavows the use of simulators and focuses on actual hardware to promote a feeling of proximity to the execution and outcome of the programs. The proposed setup uses Raspberry Pi devices to encourage students to work autonomously, due to their low cost, capability of running an OS, and rich ecosystem of simple hardware devices. The setup is completed with RISC OS, which combines a simple window-based graphical interface with a low-level management of the hardware without requiring software abstraction layers. The article presents the methodology and the UCDebug tool, developed to help students debug their codes in RISC OS. After the introduction of the new setup at the University of Cantabria, academic results and student satisfaction have improved. The setup has also allowed to sustain a similar organization of the courses throughout the COVID-19 pandemic. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01