Do algorithm animations assist learning?: an empirical study and analysis
CHI '93 Proceedings of the INTERACT '93 and CHI '93 Conference on Human Factors in Computing Systems
Using student-built algorithm animations as learning aids
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Algorithm visualization in computer science laboratories
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Using situated learning and multimedia to investigate higher-order thinking
Journal of Educational Multimedia and Hypermedia
Evaluating animations as student aids in learning computer algorithms
Computers & Education
Making the connection: programming with animated small world
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
The Jeliot 2000 program animation system
Computers & Education
Dancing hamsters and marble statues: characterizing student visualizations of algorithms
Proceedings of the 2003 ACM symposium on Software visualization
Exploring the role of visualization and engagement in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Pedagogic aspects of algorithm animation
Pedagogic aspects of algorithm animation
RAPTOR: a visual programming environment for teaching algorithmic problem solving
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Personalizing and discussing algorithms within CS1 studio experiences: an observational study
Proceedings of the first international workshop on Computing education research
VLHCC '05 Proceedings of the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing
Analyzing engagement taxonomy in collaborative algorithm visualization
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Exploring studio-based instructional models for computing education
Proceedings of the 39th SIGCSE technical symposium on Computer science education
ACM SIGCSE Bulletin
Pedagogical Effectiveness of Engagement Levels -- A Survey of Successful Experiences
Electronic Notes in Theoretical Computer Science (ENTCS)
Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning
ACM Transactions on Computing Education (TOCE)
A Survey of Successful Evaluations of Program Visualization and Algorithm Animation Systems
ACM Transactions on Computing Education (TOCE) - Special Issue on the 5th Program Visualization Workshop (PVW’08)
ACM Transactions on Computer-Human Interaction (TOCHI)
The "prototype walkthrough": a studio-based learning activity for human-computer interaction courses
Proceedings of the seventh international workshop on Computing education research
A review of studio-based learning in computer science
Journal of Computing Sciences in Colleges
Comparing the effectiveness of different educational uses of program animations
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
International Journal of e-Collaboration
Talking about code: Integrating pedagogical code reviews into early computing courses
ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom
Hi-index | 0.00 |
Within the context of an introductory CS1 unit on algorithmic problem-solving, we are exploring the pedagogical value of a novel active learning activity-the ''studio experience''-that actively engages learners with algorithm visualization technology. In a studio experience, student pairs are tasked with (a) developing a solution to an algorithm design problem, (b) constructing an accompanying visualization with a storyline, and finally (c) presenting that visualization for feedback and discussion in a session modeled after an architectural ''design crit.'' Is a studio experience educationally valuable? What kind of technology can best support it? To explore these questions, we conducted an empirical study of two alternative CS1 studio experiences in which students used one of two different kinds of algorithm development and visualization technology: (a) a text editor coupled with art supplies, or (b) ALVIS Live!, a computer-based algorithm development and visualization tool. We found that the students who used ALVIS Live! developed algorithms with significantly fewer semantic errors. Moreover, discussions mediated by ALVIS Live! had significantly more student audience contributions, and retained a sharper focus on the specific details of algorithm behavior, leading to the collaborative identification and repair of semantic errors. In addition, discussions mediated by both ALVIS Live! and art supplies contained substantial evidence of higher order thinking. Based on our results, we make recommendations for educators interested in exploring studio-based approaches, and we propose an agenda for future research into studio-based learning in computer science education.