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CS/IT Research Seminar: Dee Weikle — Memory Diagrams across the curriculum: Still useful?

Join the JMU CS/IT Research Seminar with Dee Weikle.

Details

  • Friday, Nov. 13
  • 11:25 am to 12:25 pm
  • 243 King Hall

Abstract

Helping students understand the basic abstraction of a computer system has traditionally been integral to teaching computer science. Research in computer science education, specifically in introductory classes, indicates that a critical stumbling block is how students understand (or don’t understand) the effect of code on memory, or the state of programs as they execute. These misconceptions do not end in the first semester programming course. Instead, students’ concept of memory state evolves over time to match their evolution in programming sophistication. One approach to teaching how code affects memory is with memory diagrams. Some CS programs have introduced a memory diagram technique that is used across several concepts and programming languages. Using a similar method to draw memory diagrams across courses in a curriculum can reduce cognitive load for students learning new concepts and new languages. Can it also help as a language to communicate the effect of programs for a variety of languages? My intent with this work in progress is to share some of the techniques we are currently using to teach and assess students' understanding of memory, including memory diagrams, and discuss how these techniques may or may not support learning to program across our curriculum considering the impact of generative artificial intelligence. This is work in progress so I hope to present this work and get feedback on techniques to use in courses next semester.

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Last modified: 2026-11-09 16:42 by John Bowers (4c43e34)