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ERIC Number: EJ827905
Record Type: Journal
Publication Date: 2007-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0899-3408
From Archi Torture to Architecture: Undergraduate Students Design and Implement Computers Using the Multimedia Logic Emulator
Stanley, Timothy D.; Wong, Lap Kei; Prigmore, Daniel; Benson, Justin; Fishler, Nathan; Fife, Leslie; Colton, Don
Computer Science Education, v17 n2 p141-152 Jun 2007
Students learn better when they both hear and do. In computer architecture courses "doing" can be difficult in small schools without hardware laboratories hosted by computer engineering, electrical engineering, or similar departments. Software solutions exist. Our success with George Mills' Multimedia Logic (MML) is the focus of this paper. MML provides a graphical computer architecture solution with convenient I/O support and the ability to build and emulate a variety of computer designs. It has proven highly motivational to upper division computer science students designing and constructing emulated computers. Student projects resulted in excellent student understanding of the detailed inner workings of computers. Students also developed better teamwork skills and produced useful training aids for the lower division computer organization class. Designs implemented include 8 bit and 16 bit von Neumann and Harvard architectures, from single cycle to 12 cycle instructions. Issues resolved during the learning process include timing, initialization, instruction set architecture, and I/O and assembler design. We discuss pedagogical issues involved in using MML to implement instructor and student computer designs. MML is compared to using a hardware-based Intel 8085 microprocessor basic systems course. (Contains 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A