Assessing the benefits of interactive prediction using Web-based algorithm animation courseware
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Evaluating animations as student aids in learning computer algorithms
Computers & Education
The Psychological Study of Programming
ACM Computing Surveys (CSUR)
A testbed for pedagogical requirements in algorithm visualizations
Proceedings of the 7th annual conference on Innovation and technology in computer science education
The effective use of quicksort visualizations in the classroom
Journal of Computing Sciences in Colleges
Program animation based on the roles of variables
Proceedings of the 2003 ACM symposium on Software visualization
Algorithm visualization in CS education: comparing levels of student engagement
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
An Empirical Analysis of Roles of Variables in Novice-Level Procedural Programs
HCC '02 Proceedings of the IEEE 2002 Symposia on Human Centric Computing Languages and Environments (HCC'02)
Development and application of a web-based programming learning system with LED display kits
Proceedings of the 41st ACM technical symposium on Computer science education
Predicting at-risk novice Java programmers through the analysis of online protocols
Proceedings of the seventh international workshop on Computing education research
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The use of variables in computer programming is one of the difficulties faced by students enrolled in introductory level programming classes. The Roles of Variables (ROV) concept associates small comprehensible roles to variables to help novice programmers comprehend how variables should be used. This paper describes an experiment that was conducted to test the effect of different engagement levels with ROV visualization on student programming skills. 91 Female students at King Abdul Aziz University (KAU), Jeddah, Saudi Arabia, participated in the experiment. The students were divided into three groups where they all had the ROV concept explained to them in a traditional classroom setting, but were given different visualization treatments during lab sessions. Results showed that while viewing the ROV visualization significantly improved student debugging skills, no other significant effects on student programming skills were reported.