An important optimization studied in the Formal Languages and Automata Theory classroom is the minimization of finite-state machines. This is accomplished by identifying equivalence classes of indistinguishable states, which are finite for regular languages as stated by the Myhill-Nerode theorem. In a minimized machine, each of these partitions is represented as a state and the transition function specifies how to move between the state-represented partitions. This article presents a novel visualization tool for minimizing finite-state machines. It employs a tabular approach to identify distinguishable states and shows how the minimized machine is constructed. Throughout the visualization, the machine being minimized is used to show why or why not pairs of states are marked distinguishable and is used to build the transition function of the minimized machine.

Abstract A Computer Science introduction course ought to focus on exciting students about the subject matter and on problem solving through the methodical design of programs. An effective way to achieve both is through the development of functional video games. As most students are interested in video games, their development adds an exciting domain to any introduction to programming. This article advocates that an exciting crowning achievement for students in such a course is the design and implementation of a multiplayer distributed video game. By exploiting a domain that is popular with students, they are taught about design principles, communication protocols, and pitfalls in distributed programming. This article puts forth a successfully used design recipe that places distributed programming well within the reach of beginning students and outlines the use of this design recipe in the classroom. For those teaching beginners, this article presents a model for developing their own distributed programming module. The success of the presented methodology is measured through student feedback on their distributed programming experience. The empirical results suggest that the design and implementation of distributed functional video games is effective and well-received by students. Furthermore, the data suggests that the presented methodology fails to exhibit the gender gap common in Computer Science and is effective regardless of the programming experience CS1 students bring to the classroom.