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In-Depth Information
Table 2.3
IMPACT
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
C2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
C3
C4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
C5
0
0
0
0
0
0
0
0
0
0
0
+
0.35
0
0
0
C6
C7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
+
1
C8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
+
0.63
C9
C10
0
0
0
0
0
0
0
0
0
0
0
0
+
0.8
0
0
0
0
0
0
0
0
0
0
0
0
0
+
1
0
0
0
C11
0
0
0
0
0
−
0.5 0
0
0
0
−
1
0
0
0
0
C12
C13
0
0
0
0
0
0
0
0
0
−
0.2
0
0
0
+
0.45
0
0
0
0
0
0
0
0
0
0
0
0
0
−
0.3
0
+
1
C14
0
0
0
0
0
0
0
−
1
−
0.17
0
0
0
0
−
0.72
0
C15
2.3.1.1 Application of FR-CN for the Representation of the Knowledge
Domain of the Programming Language 'C'
An application of Fuzzy Related-concepts Networks to a real situation is needed to
understand the above, described approach for knowledge domain representation.
That is the aim of the particular section, in which the description of the knowledge
domain of a programming tutoring system is presented. In particular, the knowl-
edge domain of the programming tutoring system is the programming language
'C'. The aim of the particular tutoring system is to teach learners so the principles
and structures of the programming language 'C', as the logic of programming. So,
the learning material includes not only expressions, operations and statements of the
programming language 'C', but also it includes algorithms, like calculating sums,
averages and maximums or minimums. Thereby, the learning material is decom-
posed in domain concepts which concern declarations of variables and constants,
expressions and operators, input and output expressions, the sequential execution
of a program, the if, if-else and if-else if statements, the iteration statements (for
loop, while loop, do…while loop), sorting and searching algorithms, arrays, func-
tions (Table
2.4
).
Learners of programming languages have different backgrounds and their
knowledge of a concept of the programming language, which they are taught, is
subject to change. A new concept may be completely unknown to the learner but in
other circumstances it may be partly or completely known due to previous related
knowledge of the learner. For example, if a learner already knows an algorithm
(e.g., calculating the sum of integers in a 'for' loop), there is no need to learn another
similar algorithm (e.g., counting in a 'for' loop). Similarly, if a learner knows a pro-
gramming structure (e.g., one-dimensional arrays), it is easier to understand another
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