Exploring the role of visualization and engagement in computer science education

Abstract

Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom's wellrecognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework

“…Vision is an active element in the teaching and learning process [38]. An active cognitive process in the working memory of an individual that is building meaningful learning will facilitate that process.…”

“…An active cognitive process in the working memory of an individual that is building meaningful learning will facilitate that process. However, the effectiveness of using visuals depends on the level of tendency of the student"s learning styles [38], [39].…”

SRec and VAST: Visualizing Software with a Student-Centered Aim

“…From the teacher point of view it means to get familiar with the new environment. As we can guess, this way of working may prevent teacher to use these tools in their lessons [28].…”

Automated Interactive Visualization on Abstract Concepts in Computer Science

“…C OMPUTER science, a field that has a great deal of abstract concepts, for example, data structures, algorithms, computing models, communication protocols and relationships in software engineering, etc., is not easy to teach in a lecture only or reading only manner [1]. Instructors typically illustrate those concepts using pictures within slides or drawing sophisticated examples on the blackboard which are both prone to error.…”