Wireless sensor networks (WSNs) are increasingly being used for monitoring physical environments in lieu of tethered monitoring systems. Being power efficient and wirelessly accessible, WSNs find applications in a variety of domains like health, structural and climate monitoring systems. Despite such diverse use cases, more than often, WSNs are used by researchers with basic or no prior programming experience. Consequently, more time is spent learning to program the sensors than collecting and analysing domain-specific data. To cater to this generic user base, a multi-platform user-friendly programming framework for WSNs has been developed. This framework provides: 1) a visual network comparison tool that analyzes packet traces of two networks to generate a juxtaposed visual comparison of contrasting network characteristics, 2) a scripting language based on the TinyOS sensor network platform that aims at reducing code size and improving programming efficacy, and 3) a visual programming tool with basic sensor drag-and-drop modules for generating simple WSN programs. These tools were also developed to serve as a gentle introduction to the WSN programming environment for middle and high school students. In the absence of resources (sensors), the framework also allows programmers to verify program functionality by remotely simulating and verifying program behaviour in the OMNeT simulation environment.

This study implemented an experimental introductory CS course for non-CS majors focusing on two pedagogic factors: 1) the use of a visual blocks programming language known as App Inventor for Android (AIA) and 2) the adoption of SBL as the main teaching methodology. Participants included 30 undergraduates enrolled in two introductory CS courses; the experimental course (CS116) and a traditional lecture oriented CS course. The Motivated Strategies for Learning Questionnaire (MSLQ) was implemented in both courses at several stages. Statistically significant differences were found in the Control of Learning Beliefs, Help Seeking, and Intrinsic Motivation scales, were CS116’s participants scored higher rates. In CS116, entry and exit interviews were conducted as well as a mind maps analysis. Their results showed a positive response to the pedagogic factors, positive attitudes towards CS, and an improvement in the understanding of CS. The majority of participants did very well and showed creativity with not one student failing the course. They found the experimental course to cultivate collaboration, creativity, and motivation to learn. The experimental approach was found have a positive effect on students’ motivation, achievement, and attitude towards CS. / Department of Computer Science

This thesis examines the pedagogical value of a particular visual programming environment (VPE) called the Gem Cutter which is based upon the functional programming paradigm. The contribution of this thesis is two-fold: it provides a qualitative evaluation via the Cognitive Dimensions Framework developed by Green to explore the usefulness of the Gem Cutter environment from a pedagogical viewpoint, and secondly provides a framework called the Word Game Framework designed in the Gem Cutter which can be used to create exercises for sudents learning to program. The Word Game Framework allows students to create interactive turn-based "wordgames" and provides an engaging environment for students to explore interesting and useful functional programming concepts such as recursion, higher order functions, type inference, and list processing.

Bibliography: p. 165-184. / xvi, 184 p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis explores the issue of copying natural vision processes with regard to providing sensing information in real-time to the lowest control levels of an autonomous vehicle. It is argued that the interpretation of sensory data should result in a level of perception which is tailored to the requirements of the control system. / Thesis (Ph.D.)--University of Adelaide, Dept. of Electrical and Electronic Engineering, 1996?

Thesis (M.S.)--Ohio University, March, 2000. / Title from PDF t.p.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 171-172). Also available via the Internet.

Thesis (M.S. in Computer Science)--Naval Postgraduate School, Sept. 2004. / Thesis Advisor(s): Mikhail Auguston. Includes bibliographical references (p. 75). Also available online.

Thesis (M.S. in Modeling, Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, Sept. 2004. / Thesis Advisor(s): Christian J. Darken. Includes bibliographical references (p. 93-95). Also available online.

Thesis (M.S.)--Missouri University of Science and Technology, 2009. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 14, 2009) Includes bibliographical references (p. 160-162).

Thesis (M.Sc.)--Acadia University, 2000. / Includes bibliographical references (leaves 83-92). Also available on the Internet via the World Wide Web.