Computer Organization Course Research Articles

Analyzing The Impact of Project-Based Learning STEAM Flipped Classroom on Computer Architecture and Organization Courses in Higher Education

This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level.

Coalescing Mind Maps as a Learning Aid cum Formative Assessment Tool for Effective Teaching and Learning of Computer Architecture and Organization Course

In order to keep up with the booming technological explosion and the revolution of Industry 4.0, the students of Gen Z are expected to be up to date in the digital era. This necessitates the teachers to employ multivariate pedagogical strategies to uphold the attention of students and provide them with a longterm knowledge base. One such strategy involving visualization and supporting active learning is the mind mapping tool. Mind maps can be employed as a teaching aid along with other active learning strategies in order to unleash the in-depth associations between related concepts. Through its innate visual structure, it helps the students to organize and assimilate concepts by looking into the broader picture. Mind mapping not only aids as a longterm memory technique but also promotes design thinking and lateral thinking skills. In this paper, exploiting mind maps throughout the teaching and learning process of Computer Architecture and Organization course for the undergraduate students of the third-year engineering programme is elaborately discussed. Through the case study presented, the mind map is showcased to take various facets like ‘Storm a brain-map’, ‘Break the ice-map’, ‘Fill the neurons’ and ‘Unit wise summary map’ in different sessions of the teaching learning process. It was not only used as a teaching aid, but also served as an effective formative assessment tool for evaluating the students’ understanding of the subject matter. The schema for scoring the mind maps and its relevance to the anticipated summative performance of the students is discussed. Thus, mind maps help in transforming the delivery mechanism and thereby promotes a radical learning environment. Keywords— Interconnections; mind maps; neurons; formative assessment; learning aid; STEM education; Radical learning environment;

The design and implementation of a 16 bit floating point arithmetic unit using BZK.SAU.FPGA microcomputer assembly language

AbstractThe microcomputer architecture named BZK.SAU.FPGA, which was developed in 2014, was used to increase efficiency in the teaching of the Computer Architecture and Organization course, which is one of the basic courses of the Department of Computer Engineering. In the last version released in 2018, the architecture has been started to be used in many engineering disciplines with its modular structure and a basic operating system. However, this architecture uses fixed‐point numbers in arithmetic operations. Although this situation contributes to its use as an educational tool at the beginner level for new learners, the fact that it cannot operate with floating point numbers is one of the biggest shortcomings of the educational tool. Floating point numbers are used extensively in applications such as mathematical analysis, signal processing, image processing, and so on. Therefore, in this study, the FPA unit for the computation of addition, subtraction, multiplication, and division operations is integrated into this architecture. For FPA unit implementation, an assembly‐level program has been embedded in the architecture using an IEEE‐754 half‐precision binary format (FP16) with the aim of presenting the fundamental of the floating‐point computation. The FPA unit proposed to observe the behavior of floating point numbers in arithmetic operations and increase awareness of these issues was used as an auxiliary tool in the computer architecture course. A pre‐ and postsurvey study was conducted to see the learning outcomes of students using this tool on floating point numbers. We found a significant association between pre‐ and postsurvey, indicating that students' knowledge about the behavior of floating point numbers increased (p < .001).

Implementasi System Usability Scale untuk Pengujian Usabilitas Chronum Calculator

Chronum Calculator is an alternative learning aid developed to support learning about number conversion. Chronum Calculator is a multimedia learning application that can be used to calculate and describe how to calculate the conversion between types of numbers and the conversion of numbers into color display. In previous research, this application was developed on the Android platform and is planned to be used as a learning aid in computer network and computer organization courses. Therefore, reusability test of this application is needed. Testing and measuring the quality of application reusability is done using the System Usability Scale (SUS) method. The reusability testing questionnaire was given to 31 samples of lecturers and students. The measurement result shows the number 76.38 and is considered acceptable. Where this means that the Chronum Calculator can be well received by users and meets application reusability standards. The results of this research can be used as a basis for further research on the analysis of the effect of usability on user satisfaction chronum calculators in online lectures. Keywords : Android, SUS, Usability, Respondents, Measuring

Toward Outcome Based Education (OBE): An Impact of Active Learning Approach for 'Computer Organization' Course

In recent years, there is an incredible development in technology, which brought innovative changes in the educational sector. Active learning approaches are vital in teaching learning process such as content delivery, assessment, monitoring, etc. This paper discussed about active learning activities as simulation tool, buzz activity through animated video, and poster presentation. In addition to this, we checked students' performance and impact to gain knowledge by considering result analysis and course outcome attainment of two consecutive years for �computer organization� course. Individual students learning performance and learning interest increased due to implementation of different active learning tools during classes.

Introduction to Programming Using Mobile Phones and MIT App Inventor

At the beginning of each year, we ask our new undergraduate students in Computer Engineering if they have ever developed a computer program. Surprisingly, the most frequent answer is no. The few students who have attended a Computer Science training module usually have some basic programming notions; however, most of our students coming straight from high school have never programmed. This lack of basic programming skills represents a major drawback when taking programming-related courses. This is especially true for the course on Computer Organization, taught during the first semester of the first year, as one of its main objectives is to explain the processor architecture, and therefore a great part of it revolves around programming in assembly language. To tackle this lack of basic programming skills, a workshop on mobile application programming using MIT App Inventor is offered to freshmen. This workshop is highly welcomed and positively received by the students, and we believe that it has contributed to improving their performance on courses related to programming and, in particular, on the Computer Organization course.

Experiment design for teaching digital logic and computer organization principle

This paper presents the experiment program which requires the students to incorporate the knowledge learned from both digital logic and computer organization courses to develop a multi-cycle MIPS CPU with FPGA. First, it introduces how to incorporate the knowledge of these two courses by conducting the experiments on the same FPGA platform. Then, it discusses how to teach the students to design a multi-cycle MIPS CPU which supports interruption han- dling. Later, it presents an analogous teaching approach which compares the FPGA development to the C program- ming to help the students master the intricate FPGA devel- opment process in an easy-to-understand way. This exper- iment program targets to help the students build the sys- tematic thinking way as well as cultivate them to develop a complicate computer system by integrating the knowledge of different courses. The experimental program has been carried out in the Internet-of-Things speciality for 6 years, and the survey results showed this experiment program had achieved the desired teaching objective effectively.

CPU implementation using only logisim simulator to achieve computer architecture learning outcome

This paper proposes the design, implementation, and evaluation of an 8-bit CPU architecture in computer organization and architecture (COA) course for Undergraduate Computer Engineering using only Logisim simulator. The main advantage of using one simulator is the elimination of inefficiency so that students can concentrate more on the course’s content without spending their time just to learn how to use each different type of simulators. To achieve that, a simple CPU architecture is pre-designed and be implemented in Logisim simulator. According to previous researches, Mic-1 CPU architecture is chosen because it is the simplest one and can be easily built using many simple logic gates already existed in the Logisim. To evaluate the desired outcome, students are separated into two different groups. Each group used different type of learning media and material and then their examination scores and satisfaction are compared to each other. Every student belongs to the group that only used Logisim simulator obtained higher score and more than 50% are satisfied with the new learning process and material. Thus, it envisaged that this method will made the delivering learning process in COA course be more efficient than what has happened so far.

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

Purpose of the study: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face-to-face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM. Methodology: Quantitative approach through pre-test/post-test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire. Main Findings: Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face-to-face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face-to-face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non-blended learning.

Education 4.0: The Impact of Computer Architecture and Organization Course on Students’ Computer Anxiety and Computer Self-Efficacy

Education 4.0: The Impact of Computer Architecture and Organization Course on Students’ Computer Anxiety and Computer Self-Efficacy

A Combinational Logic Controller Based on Proteus

Proteus and Keil are used to implement a combinational logic controller. Firstly, the instruction system, instruction flow and control signal of the controller are designed. Secondly, the logical expressions of each control signal are listed and simplified. Then, the circuit schematic diagram of the combinational logic controller is drawn by Proteus software. Finally, using Keil, the program is loaded and run in the controller, which is verified by simulation. This design uses logic devices, improves the execution speed of instructions, and enhances the flexibility of design. In the experiment teaching of Computer Organization course, it can improve students' thinking ability and practical ability well.

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course

Analysis of Student Performance Data from a Computer Architecture and Organization Course

Some known problems in the literature are the lack of interest and difficulty ofstudents in Computer Architecture and Organization courses. We analyzed the students' performance in tests and semipresential learning activities in three editions of Introduction to Computer Architecture course from the Computer Engineering program of the Federal University of Pampa. We also analyzed the National High School Exam grades of these students, by knowledge area. The purpose of this study is to identify, through analytical processes using data from the course and grades of the NHSE, the most influential factors in the students’ first and final grades and subsidize the proposal of effective actions to solve the problem of high percentages of students’ failure.

On the improvement of the teaching quality and learning effectiveness in the computer organization course through FPGA and modular centered microcomputer design

AbstractThis manuscript focuses on the results of a project study on the field programmable gate array (FPGA) and modular based microcomputer architecture design for improving the teaching and learning effectiveness in computer organization course and similar courses. The design mentioned in this manuscript is a unique system allowing to students to directly write their program and/or include their own designs. The main objective of this study is to improve the teaching effectiveness in the computer organization course at graduate level via hands‐on learning. The goal of the project is to encourage students to create their unique microcomputer designs since this design has modular structure and the fundamental elements which a simple computer has. Also it is to make appropriate modifications using students’ concerns and the results of project study for computer architecture and organization course for next semesters. To evaluate the improvement of the teaching and learning effectiveness, the students enrolled in the computer organization course in computer engineering department are divided into two groups. A student survey is conducted to provide students with an opportunity to have their views about this methodology at computer organization course. The results of the survey acquired with the probability density distribution function reveal the effectiveness of this methodology with FPGA development environment.

Experience of Teaching Computer Organization Course for Multiple Majors and Minors

Computer organization course is essential for undergraduate students of computing disciplines related majors and minors. Adapting the course content to students of different backgrounds and goals is not easy. In this paper, we introduce our experience of teaching the computer organization course for multiple majors and minors ranging from computer architecture to artificial intelligence. A combination of adaptive lectures and flexible lab practices is designed to meet the requirements of different majors and minors. Reactions from students show the effectiveness of our approach.

Predicting Student Academic Performancein Computer Organization Course: Using J48 Algorithm

Objective: Education acts as a significant role in student’s life were low scholastic performance create a vast impact on the final level of the scholars. However, no model will guide the student and teachers in predicting academic performance and subsequently help improve the ranks of the students. Methods: Data mining technique explicitly utilized the J48 algorithm to predict the academic performance of the students. The 10-Folds Cross-validation and Receiving Operating Characteristics Curve (ROC) was deployed to create a model and test the result based on the attributes. The collected datasets of this study are from the previous grades of the 2nd year BSIT students enrolled in the Computer Organization Course from S.Y. 2016-2017 and 2017-2018. Findings: The result generated in the decision tree model and decision rule classification, Confusion matrix, ROC and AOC show that Lab exercise/Project is the most critical attribute that profoundly affects the students’ academic performance followed by quizzes, finals, recitation and midterm attribute in the Computer Organization class. Additionally, from the result, the model was able to identify students who will pass at 89.0% accuracy, failed at 92.60% accuracy and conditional at 74.90%. Finally, the model has high acceptability and accuracy rate in predicting the Student Academic Performance in Computer Organization. Application/Improvements: This study can be used to develop or create a model that will predict the academic performance of the students in Computer Organization. For more improvement of the subject area, it recommended other data mining technique would be to predict academic performance with additional parameters to test the accuracy of the algorithm. Keywords: Academic Performance, Computer Organization, Data Mining, Decision Tree, Information Technology

Breakout from x86 assembly to a breadboard

As computers become more complex, introductory computer organization courses risk becoming abstract and disconnected from the actual computers students use. This paper introduces a project and lab ...

Teaching and Learning Support for Computer Architecture and Organization Courses Design on Computer Engineering and Computer Science For Undergraduate: A Review

Teaching and Learning Support for Computer Architecture and Organization Courses Design on Computer Engineering and Computer Science For Undergraduate: A Review

Instructional Changes Adopted for an Engineering Course: Cluster Analysis on Academic Failure.

As first year students come from diverse backgrounds, basic skills should be accessible to everyone as soon as possible. Transferring such skills to these students is challenging, especially in highly technical courses. Ensuring that essential knowledge is acquired quickly promotes the student’s self-esteem and may positively influence failure rates. Metaphors can help do this. Metaphors are used to understand the unknown. This paper shows how we made a turn in student learning at the University of Almeria. Our hypothesis assumed that metaphors accelerate the acquisition of basic knowledge so that other skills built on that foundation are easily learned. With these goals in mind, we changed the way we teach by using metaphors and abstract concepts in a computer organization course, a technical course in the first year of an information technology engineering degree. Cluster analysis of the data on collective student performance after this methodological change clearly identified two distinct groups. These two groups perfectly matched the “before and after” scenarios of the use of metaphors. The study was conducted during 11 academic years (2002/2003 to 2012/2013). The 475 observations made during this period illustrate the usefulness of this change in teaching and learning, shifting from a propositional teaching/learning model to a more dynamic model based on metaphors and abstractions. Data covering the whole period showed favorable evolution of student achievement and reduced failure rates, not only in this course, but also in many of the following more advanced courses. The paper is structured in five sections. The first gives an introduction, the second describes the methodology. The third section describes the sample and the study carried out. The fourth section presents the results and, finally, the fifth section discusses the main conclusions.