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Extensible programming languages allow users to create fundamentally new syntax and translate this syntax into language primitives. The concept of compile-time meta-programming has been around for decades, but systems that provide such abilities generally disallow the creation of new syntactic forms, or have heavy restrictions on how, or where, this may be done. Genesis is an extension to Java that supports compile-time meta-programming by allowing users to create their own arbitrary syntax. This is achieved through macros that operate on a mix of both concrete and abstract syntax, and produce abstract syntax. Genesis attempts to provide a minimal design whilst maintaining, and extending, the expressive power of other similar macro systems. The core Genesis language definition lacks many of the desirable features found in other systems, such as quasi-quote, hygiene, and static expression-type dispatch, but is expressive enough to define these as syntax extensions. User-defined macros produce only well-formed syntactic structures via the use of a predefined set of classes that define a Java abstract syntax. At the heart of Genesis is a flexible parser that is capable of parsing any context-free grammars - even ambiguous ones. The parser is capable of arbitrary speculation and will consider all possible parses. The parser constructs a graph of possible paths, and is capable of dynamically pruning this graph, or combining nodes, based on precedence or associativity rules. This general parser allows macro programmers to forget about parsing, and concentrate on defining new syntax. One key goal of this system was to address the programmer's learning curve by providing as simple a system as possible. This was achieved by the use of the flexible parser, the introduction of only one new construct to standard Java, and extensions to make programming macros more user friendly. The expressiveness of Genesis is wide ranging; it is capable of providing small scale limited use macros, large scale semantic modifications, through to complete language replacements. To demonstrate this expressiveness, we implement many of the simple test cases found in other systems, such as a type-safe printf, assertions, and iteration statements. These test cases require an ability to perform static type-checking and to manipulate compile-time values and abstract syntax trees. As additional examples of Genesis' expressive power we also provide implementations of embedded subsets of SQL and Haskell. As a final proof of power, the Haskell subset can operate as a stand-alone extension independent of any recognisable Java code.

In the computer science community, there is considerable debate about the appropriate sequence for introducing object-oriented concepts to novice programmers. Research into novice programming has struggled to identify the critical aspects that would provide a consistently successful approach to teaching introductory object-oriented programming. Starting from the premise that the conceptions of a task determine the type of output from the task, assisting novice programmers to become aware of what the required output should be, may lay a foundation for improving learning. This study adopted a phenomenographic approach. Thirty one practitioners were interviewed about the ways in which they experience object-oriented programming and categories of description and critical aspects were identified. These critical aspects were then used to examine the spaces of learning provided in twenty introductory textbooks. The study uncovered critical aspects that related to the way that practitioners expressed their understanding of an object-oriented program and the influences on their approach to designing programs. The study of the textbooks revealed a large variability in the cover of these critical aspects.

Some disciplines are inherently complex and challenging to learn. This research attempts to design an instructional strategy for CBL systems to simplify learning certain complex domains. Firstly, problem transformation, a constructionist instructional technique, is used to promote active learning by encouraging students to construct more complex artefacts based on less complex ones. Scaffolding is used at the initial learning stages to alleviate the difficulty associated with complex transformation processes. The proposed instructional strategy brings various techniques together to enhance the learning experience. A functional prototype is implemented with Object-Z as the exemplar subject. Both objective and subjective evaluations using the prototype indicate that the proposed CBL system has a statistically significant impact on learning a complex domain. CBL systems include Learner models to provide adaptable support tailored to individual learners. Bayesian theory is used in general to manage uncertainty in Learner models. In this research, a fuzzy logic based locally intelligent Learner model is utilized. The fuzzy model is simple to design and implement, and easy to understand and explain, as well as efficient. Bayesian theory is used to complement the fuzzy model. Evaluation shows that the accuracy of the proposed Learner model is statistically significant. Further, opening Learner model reduces uncertainty, and the fuzzy rules are simple and resemble human reasoning processes. Therefore, it is argued that opening a fuzzy Learner model is both easy and effective. Scaffolding requires formative assessments. In this research, a confidence based multiple test marking scheme is proposed as traditional schemes are not suitable for measuring partial knowledge. Subjective evaluation confirms that the proposed schema is effective. Finally, a step-by-step methodology to transform simple UML class diagrams to Object-Z schemas is designed in order to implement problem transformation. This methodology could be extended to implement a semi-automated translation system for UML to Object Models.