Computers and Classroom Culture
Computers and Classroom Culture
The Jeliot 2000 program animation system
Computers & Education
Perspectives on Program Animation with Jeliot
Revised Lectures on Software Visualization, International Seminar
Exploring the role of visualization and engagement in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Affective effects of program visualization
Proceedings of the second international workshop on Computing education research
We work so hard and they don't use it: acceptance of software tools by teachers
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
An approach to effortless construction of program animations
Computers & Education
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Case study: faculty professional development workshops for innovation diffusion
Proceedings of the 42nd ACM technical symposium on Computer science education
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ACM Transactions on Computing Education (TOCE)
The reasons might be different: why students and teachers do not use visualization tools
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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Animation systems-software tools that show a dynamic view of the execution of a program-can help novices improve their learning of programming and facilitate teaching. However, the use of such visualization tools is not as widespread as one would expect. This paper presents the results of a study of the attitudes that teachers possess on the use of the Jeliot animation system as a pedagogical tool. The results show that in spite of the fact that computer science teachers have positive behavioral beliefs about the use of animation systems in their classrooms, most of them feel a low level of perceived behavior control, and this can explain the low rate of using such tools in practice. We conclude that developers and educators should give attention to control issues relevant to the tools they develop and use.