Animation, visualization, and interaction in CS 1 assignments

Abstract

Programs that use animations or visualizations attract student interest and offer feedback that can enhance different learning styles as students work to master programming and problem solving. In this paper we report on several CS 1 assignments we have used successfully at Duke University to introduce or reinforce control constructs, elementary data structures, and object-based programming. All the assignments involve either animations by which we mean graphical displays that evolve over time, or visualizations which include static display of graphical images. The animations do not require extensive programming by students since students use classes and code that we provide to hide much of the complexity that drives the animations. In addition to generating enthusiasm, we believe the animations assist with mastering the debugging process.

Steganography and cartography

“…Several people have developed approaches that are interesting and locally successful (for example, [1], [2], [3]). Most of these approaches are centered on the idea of making the programs that students write "look and feel" more similar to the programs that students use.…”

“…Most of these approaches are centered on the idea of making the programs that students write "look and feel" more similar to the programs that students use. There are two basic approaches to achieving this goal -(1) early use of graphics and graphical user interfaces in the curriculum (for example, [2]) and (2) using specialized multi-media programming languages to allow early computer science students to build sophisticated applications like MPEG movie editors [3]. Both approaches have been shown to still expose students to fundamental programming concepts but tend to create a significant disconnect between the applications the students develop and the machine representation, architecture, and number systems material presented in other courses.…”

Solving the CS1/CS2 lab dilemma

“…The debated approaches include whether objects should be introduced early, whether to emphasize use of existing objects or design of objects from scratch [1,9] and whether graphics and event-driven execution should be incorporated [10,12]. The new crop of CS1/CS2 textbooks [6,8] reflects myriad variations on these choices, with many supporting an optional graphics thread that may be omitted if the instructor chooses.…”

Three semesters of CSO using Java

“…Most instructors agree that the best way to motivate learning of computer science concepts is through their use [4,3]. Many instructors have noted the importance of motivation to students [3,5], and have seen motivation increase with graphical and interactive assignments [1]. Graphically interactive assignments gave students, even at the very beginning of the course, applets to display to friends and family.…”