prikaz prve stranice dokumenta Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge
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Scientific paper - Original scientific paper
Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge
In: 2022 IEEE Global Engineering Education Conference (EDUCON). Tunis: IEEE, 2022. pp. 1689-1698. https://doi.org/10.1109/EDUCON52537.2022.9766737
Logožar, Robert; Horvatić, Miroslav; Šumiga, Ivan; Mikac, Matija

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Logožar, R., Horvatić, M., Šumiga, I. & Mikac, M. (2022). Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge. 2022 IEEE Global Engineering Education Conference (EDUCON) (pp. 1689-1698). Tunis: IEEE. doi: 10.1109/EDUCON52537.2022.9766737

Logožar, Robert, et al. "Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge." 2022 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2022, pp. 1689-1698. https://urn.nsk.hr/urn:nbn:hr:122:149187

Logožar, Robert, Miroslav Horvatić, Ivan Šumiga and Matija Mikac. "Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge." In 2022 IEEE Global Engineering Education Conference (EDUCON), 1689-1698. Tunis: IEEE, 2022. Accessed 2024 November 12. https://urn.nsk.hr/urn:nbn:hr:122:149187

Logožar, R., et al. (2022) 'Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge', 2022 IEEE Global Engineering Education Conference (EDUCON), IEEE, Tunis, pp. 1689-1698. Available at: https://urn.nsk.hr/urn:nbn:hr:122:149187 (Accessed 12 November 2024)

Logožar R, Horvatić M, Šumiga I, Mikac M. Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge. 2022 IEEE Global Engineering Education Conference (EDUCON). Tunis: IEEE; 2022. Pp. 1689-1698. [cited 2024 November 12] Available at: https://urn.nsk.hr/urn:nbn:hr:122:149187

R. Logožar, M. Horvatić, I. Šumiga and M. Mikac, "Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge", 2022 IEEE Global Engineering Education Conference (EDUCON) Tunis: IEEE, 2022. [Online] Available at: https://urn.nsk.hr/urn:nbn:hr:122:149187 [Accessed: 12 November 2024]

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Metadata
Title (english)Challenges in Teaching Assembly Language Programming – Desired Prerequisites vs. Students’ Initial Knowledge
AuthorRobert Logožar
AuthorMiroslav Horvatić
AuthorIvan Šumiga
AuthorMatija Mikac
Author's institutionUniversity North
(University centre Varaždin)
(Department of Electrical Engineering)
Scientific / art field,
discipline and subdiscipline		TECHNICAL SCIENCES
Computing
Architecture of Computer Systems
Abstract (english)
The authors present challenges in the teaching of assembly language programming within a Computer Architecture course that they hold on a professionally-oriented three-year study of Electrical Engineering. The premature position of the course within the curriculum and generally low initial knowledge of the enrolled students required the introduction of preparatory classes in digital arithmetic, which are discussed. The conducted surveys show that students largely support those classes and recognize the importance of formal teaching. At the same time, most of them highly overrate their initial knowledge in that area, as was proven by the poor test results. Students mostly agree that they didn’t exert enough effort and that this is the main reason for failing the test and having problems in assembly language programming later on. The authors conclude the paper with the proposal of a new course in the fundamentals of computer science at the beginning of the study, and some other prospects for the future work.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Publication title2022 IEEE Global Engineering Education Conference (EDUCON)
Numberingpp. 1689-1698
ISBN978-1-6654-4434-7
DOIhttps://doi.org/10.1109/EDUCON52537.2022.9766737
URN:NBNurn:nbn:hr:122:149187
Publication2022
ConferenceTitle: IEEE Global Engineering Education Conference (EDUCON)
Acronym: EDUCON
Location: Tunis, Tunisia
Organizer: IEEE
Start date: 2023-03-28
End date: 2023-03-31
Assembly type: Lecture
Document URLhttp://bib.irb.hr/1194332
Type of resourceText
PublisherIEEE
Publishing placeTunis
Access conditionsClosed access
Terms of useLicence In copyright icon
Created on2023-03-04 11:00:03