Visualizations in Preparing for Programming Exercise Sessions

Ahoniemi, Tuukka; Lahtinen, Essi

doi:10.1016/j.entcs.2007.01.043

Cited by 14 publications

(7 citation statements)

References 6 publications

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“…[1] and [3]). We therefore propose a distinction between ACTIVE VIEWING and PASSIVE VIEWING: the latter describes scenarios where learners cannot rewind the animation and there are no fixed break points after intermediate steps.…”

Section: Refining Vague Categoriesmentioning

confidence: 95%

“…[1,2,3,4,6]), a comparative review of subsequent studies reveals that one main goal has not really been reached: many of the results still cannot be put in relation to one another and several of them even seem to contradict each other. This may in part be attributed to the different methods and settings, but is also due to the heterogeneity of at least two categories in the taxonomy.…”

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confidence: 91%

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Reevaluating and refining the engagement taxonomy

Lauer

2008

SIGCSE Bull.

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Section: Refining Vague Categoriesmentioning

confidence: 95%

mentioning

confidence: 91%

Reevaluating and refining the engagement taxonomy

Lauer

2008

SIGCSE Bull.

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“…There are plenty of studies showing that the use of visualizations makes students understand programming better, for example [5,23,2,1]. On the other hand, there are some studies showing that using visualizations does not make a difference, for example [13,9], studies where some of the experiments show a difference and some do not [8], and even a study that reports that the use of visualizations distracted the students from the essential [10].…”

Section: Studies On the Educational Effectivenessmentioning

confidence: 99%

“…Visualizations can, for example, be beneficial only for the mediocre students [5] or the novice programmers and the students with difficulties in the programming course [1]. Also a survey on students' voluntary usage of visualizations [16] shows that the students who find the programming course too difficult or easy tend not to use program visualizations in learning.…”

Section: Studies On the Backgrounds Of Usersmentioning

confidence: 99%

Students' individual differences in using visualizations

Lahtinen

2008

Proceedings of the 8th International Conference on Computing Education Research

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The range of available visualization tools for programming education is impressive but the research on them is biased mainly on testing the pedagogical effectiveness of the visualization tools. Most of the studies apply empirical techniques in controlled experimentation situations. The results on the field are summarized to be "markedly mixed".As learning, in constructivist point of view, is seen as a process affected by the individual also the use of visualizations in learning programming depends on the learner. Instead of only studying whether visualizations in general are effective for learning, we should also study in which conditions visualizations are effective for certain kinds of learners. Controlled experimentation is also critizised as a method of studying learning since it creates artificial learning situations that do not reveal the real needs of the learner.This article presents a literature review on the work carried out in the field of visualizations and analyzes the situation. On the basis of related work, we propose research questions for future work and discussion about research settings and methodology for achieving useful results for developing the field of visualizations further. The aim is that with this ground work we could better utilize the earlier work: visualization tools that have already been developed and the research results related to these tools.

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“…On the other hand, one of the sizeable problems in learning is to handle abstract concepts for which learners do not have a concrete model in their everyday life. To accomplish the foregoing proposition, [1] acknowledged that providing interactive visualizations as extra material for the learners is a suitable way to concretize the subject in the beginning. Visualization is an interdisciplinary activity which involves different ideas about different subjects.…”

Section: Introductionmentioning

confidence: 99%

Holistic Visualization Impact on Iranian Charity-Affiliated Teen Learners’ Oral proficiency

Rajeian¹,

Ameri²,

Tajalli³

2013

IJCDSE

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Holistic visualization considers pupils, their needs, and the challenges they face, in their lives which can surface through oral proficiency. The present study aimed to scrutinize whether oral proficiency can be enhanced by asking students to visualize different things and talk about their feelings freely. The Participants were ten male and female charity affiliated students. Qualitative research and Ethnography in particular, was the main methodological orientation herein. And data was collected and generated through major techniques such as observation, students' portfolios (containing their drawings, and English writings) creating images, diagrams, animations, dramas, and interviews. Researchers-designed oral tasks for assessing learners' oral proficiency were part of the pedagogical agenda for this study whose crucial point was to ask students to think they were someone or something else so that it might improve their oral proficiency via enhanced power of imagination. In these activities participants attempted to express themselves without being worried about making mistakes in their speaking and it engaged their imagination and creativity and facilitated their learning. Finally, through these activities participants envisioned their desirable future unlike their first vision at the very beginning of the class and they could develop an integrated vision. Marginally, it engaged learner's linear thinking and intuition. The result showed that holistic visualization approach and its manifestation in oral proficiency would be justifiable for Iranian EFL charity teen participants whose social position has been neglected. And, based on the data we analyzed holistic visualization had an influence on oral proficiency for this charity institute students.

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Visualizations in Preparing for Programming Exercise Sessions

Cited by 14 publications

References 6 publications

Reevaluating and refining the engagement taxonomy

Reevaluating and refining the engagement taxonomy

Students' individual differences in using visualizations

Holistic Visualization Impact on Iranian Charity-Affiliated Teen Learners’ Oral proficiency

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