Influence of Language Evolution and Compiler Advances on Program Creation: Implications to Electronics Engineering Education

• Main Authors: Rafael, R A, Recto, King Harold A
• Format: text
• Published: Archīum Ateneo 2024
• Subjects: Abstraction; Engineering Education; Evolution; Human-Computer Interaction; Programming Languages; Education; Engineering
• Online Access: https://archium.ateneo.edu/ecce-faculty-pubs/177; https://archium.ateneo.edu/context/ecce-faculty-pubs/article/1171/viewcontent/20240213.pdf
• Institution: Ateneo De Manila University

The progression of programming languages, from machine and assembly languages to high-level and very high-level languages, and now towards natural language processing and artificial intelligence, has significantly influenced program creation and assembly. Each generation has brought notable advancements in abstraction, readability, and usability, making programming increasingly accessible and efficient. Early languages such as machine and assembly languages were hardware-dependent and low-level, concentrating on direct interaction with hardware. This paradigm shifted significantly with the emergence of high-level languages, which abstracted hardware specifics and emphasized logic and functionality. These shifts have had profound impacts, particularly in Engineering Education, by potentially reducing the learning curve through increased levels of abstraction, enhanced readability, and the development of languages tailored for specific tasks. However, these advancements also introduce ethical and social considerations, including issues related to privacy, artificial intelligence, and the responsible use of technology. By examining the evolution of computer languages and compiler advancements through historical analysis and actual user experience through purposive sampling, this paper provides an initial exploration of the relationship between programming paradigms and advancements in compiler technologies. Furthermore, it discusses the implications of these findings for Engineering Education, which may serve as a foundation for more comprehensive research or policy studies in the future.