Algorithmic Animation in Education—Review of Academic Experience

Abstract

This article is a review of the pedagogical experience obtained with systems for algorithmic animation. Algorithms consist of a sequence of operations whose effect on data structures can be visualized using a computer. Students learn algorithms by stepping the animation through the different individual operations, possibly reversing their effect. Algorithmic animation seems to improve the student's understanding of algorithms, but mainly when they can become active participants, not just spectators. Students who write their own algorithmic animations are more engaged and can profit more from them. At the end of this article, we extract some consequences for the development of future algorithmic animation systems.

The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning

“…Computer animation is highly effective in the demonstration of processes that cannot be viewed naturally or that are difficult to demonstrate in the classroom or even in the laboratory (Fleming, Hart, & Savage, 2000). Animation-based technology-enhanced learning environments were found to be highly effective in developing algorithmic thinking in computer science (e.g., Ben-Bassat Levy, Ben-Ari, & Uronen, 2003;Esponda-Arguero, 2008), constructing knowledge in geometry and algebra (Reed, 2005;Rubio Garcia, Suarez Quiros, Gallego Santos, Gonzales, & Morán Fernanz, 2007), understanding an abstract concepts in chemistry and biology (Kelly & Jones, 2007;Rotbain, Marbach-Ad, & Stavy, 2008), and biotechnology learning (Good, 2004;Yarden & Yarden, 2006).…”

Frances

“…A large body of work exists for software visualization [Conway and Pausch 1997;Esponda-Arguero 2008;McNally et al 2007;Naps et al 2002;Pauw et al 2002;Powers et al 2006;Price et al 1992;Reiss 2003;Rössling and Velázquez-Iturbide 2009;Sanders and Dorn 2003;Sundararaman and Back 2008;Urquiza-Fuentes and Velázquez-Iturbide 2009;Wolz et al 2008]. Price et al developed a taxonomy for software visualization [Price et al 1992].…”

Investigating Concreteness Fading in the Programming Domain with an Online Computer Tutor

“…For-loops are a dynamic process because program execution jumps around (both horizontally and vertically as described above) and so a static image of the chosen concrete scene does not align well with the mental model of how a loop works. Therefore, an animation better portrays the dynamic nature of a loop in a program as compared to a static description (Esponda-Argüero, 2008). We followed and adapted several general guidelines extracted from literature on how to design appropriate concrete instructional materials that correspond to animations.…”

“…-Following the framework of epistemic fidelity, a student needs to have the correct mental model of a for-loop, and if the visualization correctly corresponds to this model, then learning will occur (Esponda-Argüero, 2008). A successful animation will show a concrete model of a for-loop, and seeing that model will help the student recall the core procedures involved in loop mechanics, for when they move to the abstract stage.…”