Integrating algorithm animation into a learning environment

Kann, Charles W.; Lindeman, Robert W.; Heller, Rachelle S.

doi:10.1016/s0360-1315(97)00015-8

Cited by 49 publications

(35 citation statements)

References 6 publications

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“…Linn and Clancy (1992) advocated the case study approach to computer programming instruction. With the advance of technology, computer-based tools such as program visualization (Mayer, 1981;Jehng et al ., 1999;Ramadhan, 2000;Smith & Webb, 2000), animation (Kann et al ., 1997) and simulation (Thomas & Upah, 1996) have been developed and employed by researchers. They believed that the usefulness of the mental models provided by all these computer-based tools could help students to visualize hidden and internal changes in some conceptual parts of the underlying computer system, which in turn would enable them to observe how programs work and thus enhance their understanding of computer programming.…”

Section: Tools and Methods For Learning Programmingmentioning

confidence: 99%

Learning to program through interactive simulation

Yuen

2006

Educational Media International

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Extensive studies have been conducted on programming knowledge, instructional environments and effective pedagogies in order to improve the teaching and learning of computer programming. However, there have been few studies on the usefulness and effectiveness of using simulation. The aim of this paper is two-fold: to describe the design and development of a computer-based simulation tool for learning computer programming and to report a case study of four students' learning experiences using the simulation tool, which provides a learning environment in the context of daily life. In solving the problem posed by the simulation tool, students are encouraged to think and construct their own solutions. Three categories with respect to students' learning processes were observed in the study, namely dynamic learning experience, fostering cognitive approaches and stimulating attitude change. Implications of the simulation for learning programming are also discussed. It is hoped that the simulation tool will inspire students to look beyond a specific simulation and transfer insights gained from the simulation to the learning of computer programming. Apprendre à programmer grâce à la simulation interactiveDes études importantes ont été menées sur la connaissance de la programmation, les environnements d'étude et les pédagogies effectives visant à améliorer l'enseignement et l'apprentissage de la programmation informatique. On compte cependant peu d'études sur l'utilité et l'efficacité de l'emploi des simulations. Le but de la présente étude est double : d'une part décrire la conception et le développement d'un outil de simulation sur ordinateur pour apprendre la programmation informatique et d'autre part présenter une étude de cas portant sur les expériences d'apprentissage de quatre étudiants ayant utilisé cet outil de simulation qui fournit un environnement d'apprentissage dans le contexte de la vie quotidienne. Trouver la solution du problème posé par l'outil de simulation encourage les étudiants à penser et à construire leurs propres solutions. Au cours de l'étude on a observé trois catégories en ce qui concerne les processus d'apprentissage des étudiants. Ce sont : une expéri-ence d'apprentissage dynamique, l'encouragement des approches cognitives et la stimulation pour un changement d'attitude. On examine aussi les conséquences de la simulation sur l'apprentissage de la programmation. On espère que cet outil de simulation donnera aux étudiants l'idée de regarder plus loin que telle ou telle simulation et de transférer la compréhension acquise grâce à la simulation à l'apprentissage de la programmation informatique proprement dite. Programmieren lernen durch interaktive SimulationUmfangreiche Studien sind auf Programmierwissen, Unterrichtsumgebungen und wirksame Pädagogiken durchgeführt worden, um die Lehre und das Erlernen von Computerprogrammierung zu verbessern. Jedoch gibt es nur wenige Studien, die auf der Nützlichkeit und Wirksamkeit zielen, Simulationen zu verwenden. Dieser Beitrag hat ein doppeltes Ziel: den E...

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Section: Tools and Methods For Learning Programmingmentioning

confidence: 99%

Learning to program through interactive simulation

Yuen

2006

Educational Media International

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“…The striking result from this metaanalysis is that the studies cast doubt on the pedagogical benefits of visualization technology. Indeed only 13 of those experiments ( [11, §2 and 3]; [13]; [23, I, II, IV, V, VII, VIII]; [31]; [40,Chapters 6,7,9]) showed that some aspect of visualization technology or its pedagogical application significantly impacted learning outcomes.…”

Section: Review Of Experimental Studies Of Visualization Effectivenessmentioning

confidence: 99%

“…text versus animation, 2. text-first or animation-first, and 3. various graphical attributes of animations. By contrast, a second group of studies ( [11, §2 and 3], [13], [23, I -V], [30], [31], and [40, Chapters 6 and 9]) varied the level of learner involvement. In addition to having learners passively view an animation, these studies involved learners more actively by having them do one or more of the following:…”

Section: Review Of Experimental Studies Of Visualization Effectivenessmentioning

confidence: 99%

“…• Constructing their own input data sets [40, Chapter 9], • Making predictions regarding future visualization states [11], • Programming the target algorithm [31], • Answering strategic questions about the visualization [23,44], • Constructing their own visualizations [26]. Given this trend, it makes sense to design further experimental studies that more closely examine the educational benefits of various forms of active engagement.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the role of visualization and engagement in computer science education

Naps

Rodger

Velázquez‐Iturbide

et al. 2002

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

193

102

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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.

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“…Another experiment involving XTango and Polka (Byrne, Catrambone, & Stasko, 1999) as lecture aid resulted in better ability to predict the next step of the algorithm for students who viewed the animation in comparison to ones who only used the textbook. On programming accuracy, students who constructed and viewed algorithm animations using BALSA II (Brown, 1988) and Polka (Kann, Lindeman, & Heller, 1997) outperformed learners who did not use them. The authors note that the AV systems under study were all of the pre-Java variety, and the studies were conducted at a time when student access to computers (and especially to the AVs being used) would come only in a computer lab setting.…”

Section: Early Use Of Avmentioning

confidence: 99%