Despite the rapid expansion of the ICT sector, there's a disconnect with STEM subjects, leading to high dropout rates in computerscience and engineering programs. This contributes to many unfilled positions in th...
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Real-time stereo matching with high accuracy is a dynamic research topic;it is attractive in diverse computer vision applications. This paper presents a stereo-matching algorithm that produces high-quality disparity m...
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Real-time stereo matching with high accuracy is a dynamic research topic;it is attractive in diverse computer vision applications. This paper presents a stereo-matching algorithm that produces high-quality disparity map while maintaining real-time performance. The proposed stereo-matching method is based on three per-pixel difference measurements with adjustment elements. The absolute differences and the gradient matching are combined with a colour-weighted extension of complete rank transform to reduce the effect of radiometric distortion. The disparity calculation is realized using improved dynamic programming that optimizes along and across all scanlines. It solves the inter-scanline inconsistency problem and increases the matching accuracy. The proposed algorithm is implemented on parallel high-performance graphic hardware using the Compute Unified Device Architecture to reach over 240 million disparity evaluations per second. The processing speed of our algorithm reaches 98 frames per second on 240 x 320-pixel images and 32 disparity levels. Our method ranks fourth in terms of accuracy and runtime for quarter-resolution images in the Middlebury stereo benchmark.
We study a general class of single-machine scheduling problems with setup time/cost and no idle time in the schedule. It includes a variety of other scheduling and routing problems as special cases. Apolynomial size m...
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ISBN:
(纸本)9783031629211;9783031629228
We study a general class of single-machine scheduling problems with setup time/cost and no idle time in the schedule. It includes a variety of other scheduling and routing problems as special cases. Apolynomial size mixed-integer linear programming (MILP) formulation is presented. A tabu search (TS) algorithm, built upon a novel composite-move neighborhood structure, is developed for solving the addressed problem effectively and efficiently.
Contribution: programming is a complex cognitive activity that involves both conceptual understanding and procedural skills, which is challenging for novices. To develop both program comprehension and implementation c...
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Contribution: programming is a complex cognitive activity that involves both conceptual understanding and procedural skills, which is challenging for novices. To develop both program comprehension and implementation competency, this study proposed a live-coding-based instruction. Experts' live coding with think-aloud was recorded. Students then learn algorithmic planning and coding skills by observing experts' thinking and coding processes from the videos. To deploy this pedagogical strategy, a learning platform was developed to present the videos to students who could also annotate their reflection about the videos in the system to deepen their understanding of syntax and concepts of computerprogramming. Background: Traditional lecture-based programming instruction focuses more on the explanation of syntax and concepts but lacks revealing the dynamic and nonlinear thinking and coding process. Research Questions: This study is to explore the effects of live-coding-based instruction on students' programming knowledge, including declarative program knowledge (program comprehension) and procedural program knowledge (coding skills), and whether the instruction changes their attitude toward programming learning or not. Methodology: An empirical study was conducted with 33 high-school students who were novice programmers in one semester to explore the effectiveness of the live-coding-based instruction and the use of the learning platform. Findings: The experiment results show that watching flowcharting (r=0.369, p <0.05) or coding processes (r=0.409, p <0.05) of experts improves coding skills. This implies that explicit depiction of algorithmic planning and coding processes are essential for building procedural programming knowledge. In addition, reflection on syntactic content of experts' programming plays an important role in programming (r=0.511,p <0.01). The research findings suggest that programming instruction could focus more on developing students' problem-solvin
Standard mixed-integer programming formulations for the stable set problem on n-node graphs require n integer variables. We prove that this is almost optimal: We give a family of n-node graphs for which every polynomi...
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ISBN:
(纸本)9783031598340;9783031598357
Standard mixed-integer programming formulations for the stable set problem on n-node graphs require n integer variables. We prove that this is almost optimal: We give a family of n-node graphs for which every polynomial-sizeMIP formulation requires Omega(n/ log(2) n) integer variables. By a polyhedral reduction we obtain an analogous result for n-item knapsack problems. In both cases, this improves the previously known bounds of Omega(root n/ log n) by Cevallos, Weltge & Zenklusen (SODA 2018). To this end, we show that there exists a family of n-node graphs whose stable set polytopes satisfy the following: any (1 + epsilon/n)-approximate extended formulation for these polytopes, for some constant epsilon > 0, has size 2(Omega(n / log n)). Our proof extends and simplifies the information-theoretic methods due to Goos, Jain & Watson (FOCS 2016, SIAM J. Comput. 2018) who showed the same result for the case of exact extended formulations (i.e. epsilon = 0).
Scheduling and organizing is a crucial part of managing the land in agriculture. To do this, cropping pattern optimization within a set of constraints necessitates optimal land utilization. For crop pattern optim...
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computerscience instructors have long advised students that success in CS1 requires many hours, such as 8-10 hours/week outside class time, but students often don't believe it. Recently, the most-widely used CS1 ...
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ISBN:
(纸本)9798400701399
computerscience instructors have long advised students that success in CS1 requires many hours, such as 8-10 hours/week outside class time, but students often don't believe it. Recently, the most-widely used CS1 learning system (zyBooks), which is web-native and records student activity data, began providing instructors with data on student time spent reading and answering reading questions, solving small homework problems, and coding the programming assignments, all online and autograded, representing nearly all a student's time outside class. In our 300+ student CS1 course at a large state university in Spring 2022, we required all work to be done in the zyBook and analyzed student time, including analysis relative to self-reported prior programming experience. Students who completed the class averaged 6.1 hours/week, with a large standard deviation of 2.3, and averaged a B+. Students averaged 6.9 hours in weeks 1-5 leading up to the midterm, peaking at 9 hours in Week 5. We found that over 90% of students who averaged 9-12 hours/week earned As or Bs, even those reporting no prior programming experience. Spending under 4 hours/week nearly guaranteed failing the midterm, and almost no students who spent fewer than 6 hours/week got an A on the midterm (unless they had prior experience). We also found that measuring actual time is important because students overreport time in surveys. With this concrete time data available to share with CS1 students, the hope is that future students may be more likely to allocate the time needed for success in CS1.
On many occasions, Rocco De Nicola has shown an amazing ability to combine different research topics to offer original results to seemingly different research problems. We review the origins of Klaim, one of the outst...
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ISBN:
(纸本)9783031737084;9783031737091
On many occasions, Rocco De Nicola has shown an amazing ability to combine different research topics to offer original results to seemingly different research problems. We review the origins of Klaim, one of the outstanding ideas of Rocco that, around the mid-nineties, emerged as a solution for problems at the confluence of research in process calculi, models of distributed coordination, and languages for network-aware programming. Besides the opportunity to reconstruct Klaim's genesis and reflect on its impact, which continues over time, this paper is a sign of our gratitude to Rocco for sharing his ideas, views, and friendship with us.
Background and Context: Learning to create self-directed and personally authentic programming projects involves encountering challenges and learning to get unstuck. Objective: This article investigates how one U.S. fo...
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Background and Context: Learning to create self-directed and personally authentic programming projects involves encountering challenges and learning to get unstuck. Objective: This article investigates how one U.S. fourth-grade classroom engaged in practices which emphasized community supports, in the context of the classroom's implementation and testing of an upper elementary intermediate Scratch curriculum. Method: We engaged in thematic analysis of classroom observations, student and teacher interviews, and student and teacher reflection journals, and student work. Findings: We explore three interaction types: remixing others' projects and ideas, asking for help and helping others, and talking about projects in class. Working on and talking about programming projects enabled learners to develop new understandings of themselves and their peers. Implications: Teachers play a central role in designing structures which encourage the development of students' individual creative capacity and the classroom's sense of community. We offer considerations for designing engaging and collaborative experiences in elementary and intermediate computing education.
This report begins with a literature review of computing education in Africa. We found a substantial body of work, scattered over more than 80 venues, which we have brought together here for the first time. Several im...
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ISBN:
(纸本)9798400712081
This report begins with a literature review of computing education in Africa. We found a substantial body of work, scattered over more than 80 venues, which we have brought together here for the first time. Several important themes emerge in this dataset, including the need to contextualise computing education. In the second part of this report we investigate contextualisation further. We present a pilot study, grounded in the literature review, of the development of course materials, sample code, and programming assignments for introductory programming, contextualised for six African countries: Botswana, Egypt, Ghana, Nigeria, South Africa, and Zambia. We include the materials, report on a preliminary evaluation of the materials by fellow educators in African countries, and suggest a process by which other educators could develop materials for their local contexts.
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