Making processes visible: Scaffolding learning with reasoning-congruent representations

Merrill, Douglas C.; Reiser, Brian J.; Beekelaar, Ron; Hamid, Adnan

doi:10.1007/3-540-55606-0_14

Cited by 16 publications

(4 citation statements)

References 13 publications

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“…The results of our project will help inform the design of the command workstation so that the procedures used by AOs in problem solving are supported and facilitated by the workstation. A prerequisite to building such reasoning-congruent interfaces (Merrill, Reiser, Beekelaar, & Hamid, 1992) is a deep understanding of the cognitive procedures and memory structures used by AOs in their task and how these information processes react and interact with external events.…”

Section: Overview Of Project Nemo and Situation Assessmentmentioning

confidence: 99%

Special Section: Contending with Complexity: Developing and Using a Scaled World in Applied Cognitive Research

2000

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Scaled worlds preserve certain functional relationships of a complex task environment while paring away others. The functional relationships preserved are defined by the questions of interest to the researcher. Different scaled worlds of the same task may preserve and pare away different functional relationships. In this paper we use the example of Ned to discuss the use of scaled worlds in applied cognitive research. Ned is based on a detailed cognitive task analysis of submarine approach officers as they attempt to localize an enemy submarine hiding in deep water. For Ned we attempted to preserve the functional relationships inherent in the approach officer's information environment while paring away other aspects of his task environment. Scaled worlds attempt to maintain the realism inherent in the preserved functional relationship while being tractable for the researcher and engaging to the participant.

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Section: Overview Of Project Nemo and Situation Assessmentmentioning

confidence: 99%

Special Section: Contending with Complexity: Developing and Using a Scaled World in Applied Cognitive Research

2000

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“…There is an obvious pedagogic benefit in showing students how their programs are executing by making implicit information visible (Merrill et al, 1992), but providing this information in a suitable form without overwhelming the student is quite a challenge. The use of visualization in teaching is quite an old concept.…”

Section: Software Visualizationmentioning

confidence: 99%

Software visualization as a pedagogical tool

1993

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The teaching of computer programming can benefit from looking ahead towards the needs of experienced programmers, who routinely use 'industrial strength' programming environments. Two of the main attributes of such environments are (a) their ability to scale up to handle large examples and (b) the way they facilitate visualization of program execution. We describe our approach to software visualization, a collection of techniques which allows beginners to see the innards of program execution clearly and at the same time allows experts to view high level program abstraetious which help them home in quickly on buggy code. This approach can be combined with recent developments in Intelligent Tntoring Systems (ITSs) and has tile added benefit of allowing students to explore on their own using a discovery-based paradigm. We re-work some well known examples from the ITS community and show how our approach scales up to lmndle a more sophisticated problem involving a 7,500 fine operating sy.qtem.

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“…One of the few examples is the GIL system [11], which attempts to provide reasoning-congruent visual representations in the form of control-flow diagrams to aid the generation and comprehension of LISP, a functional programming language which normally employs textual representations. In [11], it is claimed that this system is successful in teaching novices to program in this language; however, this work did not compare co-ordination of the same and different modalities.…”

Section: Modalitymentioning

confidence: 99%

“…To date, there have been numerous investigations of debugging behaviour across a range of programming languages [7,16,19] and previous research has also examined the effect of representational mode upon program comprehension [10,11,12,13].…”

Section: Java Debuggingmentioning

confidence: 99%

Co-ordination of multiple external representations during Java program debugging

Romero

Lutz

Cox

et al.

Proceedings IEEE 2002 Symposia on Human Centric Computing Languages and Environments

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Making processes visible: Scaffolding learning with reasoning-congruent representations

Cited by 16 publications

References 13 publications

Special Section: Contending with Complexity: Developing and Using a Scaled World in Applied Cognitive Research

Special Section: Contending with Complexity: Developing and Using a Scaled World in Applied Cognitive Research

Software visualization as a pedagogical tool

Co-ordination of multiple external representations during Java program debugging

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