Academic Journal
Προβολή σε EDS

Investigating the Progression of the Mental Models Formed by Programmers Learning Parallel Programming

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Investigating the Progression of the Mental Models Formed by Programmers Learning Parallel Programming
Γλώσσα: English
Συγγραφείς: Leah Bidlake (ORCID 0009-0008-9725-415X), Eric Aubanel (ORCID 0000-0003-1273-4741), Daniel Voyer (ORCID 0000-0002-5036-3825)
Πηγή: ACM Transactions on Computing Education. 2025 25(1).
Διαθεσιμότητα: Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Peer Reviewed: Y
Page Count: 31
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Schemata (Cognition), Programming, Computer Science Education, Coding, Programming Languages, College Students, Professional Personnel
DOI: 10.1145/3712707
ISSN: 1946-6226
Περίληψη: Research on mental model representations developed by programmers during parallel program comprehension is important for informing and advancing teaching methods including model-based learning and visualizations. The goals of the research presented here were to determine: how the mental models of programmers change and develop as they learn parallel programming, the quality of their mental models after learning parallel programming, and what type of information is part of their mental models when examining code for the presence of data races. Participants were experienced C programmers and included both university students and professionals. The mental models of participants were analyzed by having them perform a code tracing task where they externalized their mental models by drawing diagrams while tracing the execution of parallel code. We also analyzed their mental models by having participants determine the presence of data races in parallel code and then answer multiple choice and open-ended questions related to the code. The results presented in this article indicate that programmers' mental models progress from a weaker execution model and a stronger situation model before learning parallel programming, to a stronger execution model and a weaker situation model after learning parallel programming. The thematic analysis of the open-ended responses that indicate what components of code programmers used to determine whether or not a data race was present provides insight into the topics that should be emphasized when teaching parallel programming.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1469969
Βάση Δεδομένων: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://resolver.ebsco.com/c/fiv2js/result?sid=EBSCO:eric&genre=article&issn=19466226&ISBN=&volume=25&issue=1&date=20250101&spage=&pages=&title=ACM Transactions on Computing Education&atitle=Investigating%20the%20Progression%20of%20the%20Mental%20Models%20Formed%20by%20Programmers%20Learning%20Parallel%20Programming&aulast=Leah%20Bidlake&id=DOI:10.1145/3712707
    Name: Full Text Finder (for New FTF UI) (ns324271)
    Category: fullText
    Text: Full Text Finder
    MouseOverText: Full Text Finder
Header DbId: eric
DbLabel: ERIC
An: EJ1469969
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating the Progression of the Mental Models Formed by Programmers Learning Parallel Programming
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Leah+Bidlake%22">Leah Bidlake</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9725-415X">0009-0008-9725-415X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eric+Aubanel%22">Eric Aubanel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1273-4741">0000-0003-1273-4741</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Voyer%22">Daniel Voyer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5036-3825">0000-0002-5036-3825</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ACM+Transactions+on+Computing+Education%22"><i>ACM Transactions on Computing Education</i></searchLink>. 2025 25(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+Languages%22">Programming Languages</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1145/3712707
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1946-6226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research on mental model representations developed by programmers during parallel program comprehension is important for informing and advancing teaching methods including model-based learning and visualizations. The goals of the research presented here were to determine: how the mental models of programmers change and develop as they learn parallel programming, the quality of their mental models after learning parallel programming, and what type of information is part of their mental models when examining code for the presence of data races. Participants were experienced C programmers and included both university students and professionals. The mental models of participants were analyzed by having them perform a code tracing task where they externalized their mental models by drawing diagrams while tracing the execution of parallel code. We also analyzed their mental models by having participants determine the presence of data races in parallel code and then answer multiple choice and open-ended questions related to the code. The results presented in this article indicate that programmers' mental models progress from a weaker execution model and a stronger situation model before learning parallel programming, to a stronger execution model and a weaker situation model after learning parallel programming. The thematic analysis of the open-ended responses that indicate what components of code programmers used to determine whether or not a data race was present provides insight into the topics that should be emphasized when teaching parallel programming.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1469969
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1469969
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1145/3712707
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Schemata (Cognition)
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Programming Languages
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Professional Personnel
        Type: general
    Titles:
      – TitleFull: Investigating the Progression of the Mental Models Formed by Programmers Learning Parallel Programming
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Leah Bidlake
      – PersonEntity:
          Name:
            NameFull: Eric Aubanel
      – PersonEntity:
          Name:
            NameFull: Daniel Voyer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1946-6226
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: ACM Transactions on Computing Education
              Type: main
ResultId 1