Teaching and learning computer science sorting algorithms with mobile devices: A case study

Abstract

ABSTRACT:In this article, we present a semester-long study on using smartphone devices in computing engineering education. We developed Sortko, an Android-based smartphone application for learning sorting algorithms, an important undergraduate computer science topic. The application consists of four main components-the module for interactive sorting, the scaffolding module, the motivational module, and the graphical user interface module, each with a distinct role of helping students in learning sorting algorithms. Our research methodology included data collection with administered two surveys, collected exam results and recorded application usage data. Analysis of the collected data shows our approach is an effective way of learning sorting algorithms. ß

Frequency analyser: A new Android application for high precision frequency measurement

“…In recent years, there has been a growing interest in using smartphones in undergraduate teaching experiments [3][4][5][6][7][8]. In line with this, we present here an Android application to measure the fundamental frequency of a sound wave with very high precision and also capable to record and export the output values of the frequency versus time to an ASCII file for further processing.…”

Critical Analysis on Algorithm Visualization Study

“…The same as before, Sortko system is a mobile app for android that is also developed for learning sorting algorithm [24]. Different with previous, this app uses switching method for interactivity.…”

Análise do uso de mensagens de celular na melhoria da participação de estudantes em cursos a distância: um estudo de caso

“…Este paradigma proporciona aos estudantes o senso de liberdade para estudar em qualquer lugar e a qualquer momento através de conteúdos multimídia (como áudios, imagens e vídeos), que estão associados ao aspecto lúdico da aprendizagem. Os dispositivos móveis têm sido usados em diferentes áreas da educação, incluindo ciências para crianças (Hwang et al, 2011), conteúdo de matemática do ensino médio (Abu-al-aish et al, 2012), e cursos de computação na universidade (Boticki et al, 2013).…”