Exploring the role of visualization and engagement in computer science education

Naps, Thomas L.; Rodger, Susan H.; Velázquez‐Iturbide, J. Ángel; Rößling, Guido; Almstrum, Vicki L.; Dann, Wanda; Fleischer, Rudolf; Hundhausen, Christopher D.; Korhonen, Ari; Malmi, Lauri; McNally, Myles

doi:10.1145/960568.782998

Cited by 189 publications

(108 citation statements)

References 39 publications

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“…Contextual methods were evaluated in a few studies, mostly involving computer programming indicated mixed results. Two studies reported that creating animations helped students better understand concepts taught (Smith & Escott, 2004;Stasko, 1997), while another reported no statistically significant improvement when animations were used as teaching tools (Naps, et al, 2002). In another study, computer game use was favorable due to feedback providing instant gratification (Natvig & Line, 2004).…”

Section: Instructional Methodsmentioning

confidence: 99%

“…Kolb, 1985;Wulf, 2005). Constructivist theory was chosen as the framework for this study due to its humanistic, engaging, and reflective tenets that are not commonplace in IT-related courses as they tend to attract students who are more oriented to traditional methods of instruction used in learning computer programming (Kolb, 1985;Lui, Kwan, Poon, & Cheung, 2004;Naps et al, 2002;Natvig & Line, 2004;Wulf, 2005).…”

Section: Learning Environmentmentioning

confidence: 99%

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Developing Information Technology Fluency in College Students: An Investigation of Learning Environments and Learner Characteristics

Sardone

2011

JITE:Research

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Executive SummaryThe confluence of powerful technologies of computers and network connectivity has brought explosive growth to the field of Information Technology (IT). The problem presented in this study is whether the type of learning environment where IT concepts are taught to undergraduates has a relationship to the development of IT fluency and course satisfaction. The literature suggested that, if learning environments based on constructivist learning strategies were used, students would achieve IT fluency as well as those who studied in a traditional setting but they might be more satisfied.This paper is organized as follows. First, the problem is introduced followed by a review of the definition of IT fluency, then the paper moves to discuss learning environments and other associated factors relevant to this causal-comparative analysis. Next, the research design of the study is discussed, to include the four modes of inquiry used and the research questions that guided inquiry. A detailed data analysis follows, findings are presented, and the conclusion highlights findings. Recommendations are geared to instructors in higher education business/technology programs interested in designing instruction in conjunction with constructivist learning environments.

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Section: Instructional Methodsmentioning

confidence: 99%

Section: Learning Environmentmentioning

confidence: 99%

Developing Information Technology Fluency in College Students: An Investigation of Learning Environments and Learner Characteristics

Sardone

2011

JITE:Research

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“…The use of Algorithm Visualization (AV) has soared in popularity over the years [17,22]. However, rather than reviewing all simulators and educational tools available to Computer Science, our aim is to focus on those most relevant to the topic of this paper.…”

Section: Related Workmentioning

confidence: 99%

Seshat — a web‐based educational resource for teaching the most common algorithms of lexical analysis

Arnaiz‐González

Díez-Pastor

Ramos‐Pérez

et al. 2018

Comp Applic In Engineering

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The theoretical background to automata and formal languages represents a complex learning area for students. Computer tools for interacting with the algorithm and interfaces to visualize its different steps can assist the learning process and make it more attractive. In this paper, we present a web application for learning some of the most common algorithms in an appealing way. They are specifically linked to the recognition of regular languages that are, taught in classes on both automata theory and compiler design. Although several simulators are available to students, they usually only serve to validate grammars, automata, and languages, rather than helping students to learn the internal processes that an algorithm can perform. The resource presented here can execute and display each algorithm process, step by step, providing explanations on each step that assist student comprehension. Additionally, as a web‐based resource, it can be used on any device with no need for specific software installation.

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“…Studies [1]- [2] have shown that in order to improve student learning in CS, traditional pedagogical approaches are not enough to transfer critical knowledge to students. More interactive teaching and learning strategies are necessary to make learning more productive.…”

Section: Introductionmentioning

confidence: 99%

Using Interactive Exercise in Mobile Devices to Support Evidence-based Teaching and Learning

Fuad

Deb

Etim

et al. 2016

Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education

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To improve student's class experience, the use of mobile devices has been steadily increasing. However, such use of mobile learning environments in the class is mostly static in nature through content delivery or multiple choice and true/false quiz taking. In CS courses, we need learning environments where students can interact with the problem in a hands-on-approach and instructor can assess their learning skills in real-time with problems having different degree of difficulty. To facilitate such interactive problem solving and real-time assessment using mobile devices, a comprehensive backend system is necessary. This paper presents one such system, named Mobile Response System (MRS) software, associated interactive problem-solving activities, and lessons learned by using it in the CS classrooms. MRS provides instructor with the opportunity of evidence-based teaching by allowing students to perform interactive exercises in their mobile devices with different learning outcomes and by getting an instant feedback on their performance and mental models. MRS is easy-to-use, extensible and can render interactive exercises developed by third-party developers. The student performance data shows its effectiveness in increasing student understanding of difficult concepts and the overall perception of using the software was very positive.

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Exploring the role of visualization and engagement in computer science education

Cited by 189 publications

References 39 publications

Developing Information Technology Fluency in College Students: An Investigation of Learning Environments and Learner Characteristics

Developing Information Technology Fluency in College Students: An Investigation of Learning Environments and Learner Characteristics

Seshat — a web‐based educational resource for teaching the most common algorithms of lexical analysis

Using Interactive Exercise in Mobile Devices to Support Evidence-based Teaching and Learning

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