ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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SETTING UP CLOUD BASED SHARED ARMV8 MACHINE FOR
COMPUTER ARCHITECTURE EDUCATION
Asretdinova L.J.
Teacher at the Department of Automatic Control and Computer Engineering,
Turin Polytechnic University in Tashkent; l.asretdinova@polito.uz
Asretdinova M.A.
Senior Teachet at the Department of Energy
Tashkent State Technical University; akilova_68@mail.ru
https://doi.org/10.5281/zenodo.15494003
In today’s rapidly evolving technological landscape, computer architecture
education plays a pivotal role in shaping the next generation of engineers and
computer scientists. As ARM-based systems gain prominence across various
domains, it becomes imperative to equip students with practical know ledge of
ARMv8 architecture. In this study, we explore the integration of hands-on
ARMv8 learning experiences using the Orange Pi 5 Plus single-board computer
and virtual Linux environments. Our findings highlight the effectiveness of this
approach in enhancing students’ understanding of low-level programming and
system design.
The field of computer architecture encompasses the design and
organization of computer systems, including processors, memory hierarchies,
and input/output interfaces. As educators, our responsibility lies in preparing
students to tackle real-world challenges by bridging theory with practice. ARM
(Advanced RISC Machines) architecture, particularly ARMv8, has become
ubiquitous in embedded systems, mobile devices, and cloud servers. Therefore,
integrating practical ARMv8 experiences into computer architecture education
is crucial.
There are several compelling reasons for why ARMv8 architecture has been
chosen here.
First of all, widespread adoption of ARM-based processors, that they power
billions of devices worldwide. Understanding ARMv8 is essential for future
engineers. Secondly, industry demand for this skill is quite big, employers seek
graduates with hands-on experience in ARM architecture. Finally, there is a quite
big educational gap learning these skills. While theoretical knowledge is
essential, practical exposure is equally vital.
ARMv8 Education
Previous studies have emphasized the importance of teaching ARMv8
architecture in academic settings. However, most existing approaches rely
heavily on theoretical lectures and simulations. Few studies delve into practical,
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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hands-on experiences. Our research aims to address this gap by integrating
tangible ARMv8 exercises.
Virtual Environments
Virtualization technologies offer a flexible and cost-effective way to
simulate real-world scenarios. Virtual Linux environments allow students to
experiment with ARMv8 assembly language programming, system calls, and
memory management. By providing a safe sandbox for exploration, virtual
environments bridge the gap between theory
and practice.
Case Study Design
Our case study involved undergraduate
computer science students enrolled in an
advanced
computer
architecture
course.
Participants ranged from novices to those with
prior programming experience. We selected the
Orange Pi 5 Plus single-board computer due to
its affordability, availability, and compatibility with ARMv8.
Experimental Setup
1.
Hardware
: The Orange Pi 5 Plus features an ARMv8
8-core 64-bit
processor, 4 x Cortex-A76 and 4 x Cortex-A55 with independent NEON
coprocessor. Cortex-A76 up to 2.4GHz, Cortex-A55 up to 1.8GHz (Figure 1).
Thus, making it an ideal platform for ARMv8 experimentation.
2.
Virtual Linux Environments
: We
deployed virtual machines using QEMU (Quick
Emulator) and Ubuntu-based ARMv8 images. Students accessed these
environments remotely.
Learning Activities
Participants engaged in the following activities:
ARMv8 Assembly Programming
: Students wrote and executed ARMv8
assembly programs, gaining insights into instruction sets, registers, and
addressing modes.
Debugging with GDB
: Debugging skills are critical. Participants learned to
use the GNU Debugger (GDB) to identify and fix issues.
System Calls and Memory Management
: Exploring system calls and
memory allocation mechanisms deepened their understanding of operating
system interactions.
Figure 1 Orange Pi 5 Plus Hardware View
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Translating from high level language to assembly language
. Students
learnt how high level languages like C language are translated into machine
language.
Results
Our study has revealed several positive outcomes. Participants reported a
significant increase in their confidence when working with ARM-based systems.
This confidence was further bolstered by hands-on experiences that solidified
their understanding of theoretical concepts. Moreover, students were able to
transfer their knowledge of ARMv8 to other courses and personal projects,
demonstrating the practical applicability of the skills they had acquired.
The pedagogical implications of our findings are profound. We found that
practical exercises enhance both retention and comprehension, promoting
active learning. Graduates equipped with ARMv8 skills are better prepared for
industry roles, indicating the importance of these skills for career readiness.
Furthermore, the use of virtual environments facilitates remote learning and
collaboration, expanding the possibilities for distance education.
However, our study also identified some challenges. Resource constraints,
particularly the availability of physical boards like the Orange Pi 5 Plus, may
limit the scalability of our approach. Additionally, integrating practical sessions
within a semester requires careful planning to overcome time constraints.
Despite these challenges, the benefits of our approach are clear, and we believe
it holds great promise for the future of education in this field.
Conclusion
By integrating practical ARMv8 learning experiences, educators empower
students to bridge the gap between theory and practice. The Orange Pi 5 Plus
and virtual Linux environments offer an effective, scalable approach. As ARM
continues to shape the computing landscape, our efforts in enhancing ARMv8
education are pivotal
References:
1.
Ray, S., Al Dhaheri, A. (2017). Using Single Board Computers in University
Education: A Case Study. In: Rocha, Á., Correia, A., Adeli, H., Reis, L., Costanzo, S.
(eds) Recent Advances in Information Systems and Technologies. WorldCIST
2017. Advances in Intelligent Systems and Computing, vol 571. Springer, Cham.
https://doi.org/10.1007/978-3-319-56541-5_38
2.
J. Á. Ariza, and H. Baez, Understanding the role of single-board computers
in engineering and computer science education: A systematic literature review,
Comput Appl Eng Educ. 2022; 30: 304–329. https://doi.org/10.1002/cae.22439
