Why looking isn't always seeing: readership skills and graphical programming
Communications of the ACM
Using student-built algorithm animations as learning aids
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
The Jeliot 2000 program animation system
Computers & Education
Exploring the role of visualization and engagement in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Progress report: Brown university instructional computing laboratory
SIGSCE '84 Proceedings of the fifteenth SIGCSE technical symposium on Computer science education
Visualizing programs with Jeliot 3
Proceedings of the working conference on Advanced visual interfaces
A multi-national study of reading and tracing skills in novice programmers
Working group reports from ITiCSE on Innovation and technology in computer science education
RAPTOR: a visual programming environment for teaching algorithmic problem solving
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Fully integrating algorithm visualization into a cs2 course.: a two-year experience
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Relationships between reading, tracing and writing skills in introductory programming
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Computer-assisted learning in primary school mathematics using ViLLE education tool
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
A Review of Generic Program Visualization Systems for Introductory Programming Education
ACM Transactions on Computing Education (TOCE)
Hi-index | 0.00 |
We studied the course-long use of a program visualization tool called ViLLE in high school in Finland. The study was conducted in three consecutive instances of the first programming course. In the first two instances of the course, the students did not utilize ViLLE -- except for a short session -- while in the last instance students did ViLLE exercises throughout the whole course. The students who used ViLLE got significantly better results from the course's final exam. This supports our hypothesis that program visualization can be an effective method in teaching programming, and indicates that we should continue developing program visualization methods to further enhance learning.