This paper presents the initial stage of developing an algorithm learning tool for the students of the Information Systems course at Tokyo Tech High School of Science and Technology in Japan. The tool applies the concept of Algorithm Visualization (AV) technology and was used as an aid for learning basic algorithms such as searching and sorting. Two AV types were included in the tool, one with more input options and control and the other with less. Previously proposed AV evaluation properties and the Categories of Algorithm Learning Objectives (CALO) were considered in designing the tool’s evaluation questionnaire. Written tests based on CALO were also designed. Posttest results indicate moderate improvement in the performance of the students. Test results also show that student abilities match some of the algorithm learning objectives. The students who used the AV with more options have a slightly higher gain score average in the posttest compared with those who used the AV with limited control. Overall assessment indicates a positive evaluation of the tool and signifies the students’ preferred AV characteristics. After factor analysis of the evaluation questionnaire, three factors were extracted which correspond to the suggested AV evaluation properties. These results may be used in improving the learning tool and the evaluation questionnaire.
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one more input and control options and the other with fewer options were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool, there was an increase in the posttest scores of the students and those who used the visualization with more input options has higher scores compared to those who used the one with limited input options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners.
This paper presents an algorithm learning tool developed for a computer science class in a science and technology high school in Japan. The learning tool offers features specifically designed for novice learners. It presents lessons and animations that aim to facilitate teaching and learning of four fundamental algorithms. The animations were based on the concept of Algorithm Visualization. Pre and posttests, questionnaires on motivation, and a software usability questionnaire were designed and implemented as evaluation instruments. Initial results show that the learning performance of students increased after using the algorithm learning tool. Evaluation of the tool demonstrates positive acceptance by the students. Results also show that a number of features of the learning tool contribute to the increase understanding of algorithms among the students.
An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one with more input and control options and the other with fewer options, were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool there was an increase in the posttest scores of the students, and those who used the visualization with more input and control options had higher scores compared to those who used the one with limited options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics, and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners.
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