Understanding student performance on an algorithm simulation task: implications for guided learning

Authors:
Anne Philpott;Tony Clear;Jacqueline Whalley
Affiliations:
Auckland University of Technology, Auckland, New Zealand;Auckland University of Technology, Auckland, New Zealand;Auckland University of Technology, Auckland, New Zealand
Venue:
Proceedings of the 40th ACM technical symposium on Computer science education
Year:
2009

Citing 8
Cited 1

Discovery learning in computer science

SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Exploring human visualization of computer algorithms

GI '96 Proceedings of the conference on Graphics interface '96
Developing the software engineering team

ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies

ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Is abstraction the key to computing?

Communications of the ACM
Abstraction in Computer Science

Minds and Machines
Going SOLO to assess novice programmers

Proceedings of the 13th annual conference on Innovation and technology in computer science education
Abstraction ability as an indicator of success for learning computing science?

ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research

Thinking issues: Strategies for answering examination questions: how do novice programmers build a theory of the program?

ACM SIGCSE Bulletin

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper extends the work of the BRACElet project [17] by assessing the program comprehension skills of intermediate level students. Student performance on a pathfinder algorithm simulation task is reviewed to assess the students' comprehension levels, as categorized according to the SOLO educational taxonomy. The paper describes the nature of student responses, and the variety of representations provided, illustrating the role of discovery in effective student learning.