Assessing the benefits of interactive prediction using Web-based algorithm animation courseware
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
A testbed for pedagogical requirements in algorithm visualizations
Proceedings of the 7th annual conference on Innovation and technology in computer science 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
Evaluating the educational impact of visualization
Working group reports from ITiCSE on Innovation and technology in computer science education
JHAVÉ: Supporting Algorithm Visualization
IEEE Computer Graphics and Applications
Empirical Foundation of Central Concepts for Computer Science Education
Journal on Educational Resources in Computing (JERIC)
Active Learning and Examination Methods in a Data Structures and Algorithms Course
Reflections on the Teaching of Programming
Mamdani's fuzzy inference eMathTeacher: a tutorial for active learning
WSEAS Transactions on Computers
PathFinder: A Visualization eMathTeacher for Actively Learning Dijkstra's Algorithm
Electronic Notes in Theoretical Computer Science (ENTCS)
Pedagogical Effectiveness of Engagement Levels -- A Survey of Successful Experiences
Electronic Notes in Theoretical Computer Science (ENTCS)
Starting out at university with team projects
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
An eLearning environment designed for integrating eMathTeacher: compliant graph algorithm simulators
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
GLMP for automatic assessment of DFS algorithm learning
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
An approach to automatic learning assessment based on the computational theory of perceptions
Expert Systems with Applications: An International Journal
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GRAPHs is a new environment designed for active and independent simulation-based learning of graph algorithms. Apart from the options of creating and editing the graph and visualizing the changes made to the graph during simulation, the environment also includes step-by-step correction, algorithm animation, pop-up questions, data structure handling and XML-based interaction log creation features. Additionally, the instructors' need to ascertain whether the students have achieved the learning outcomes and assessment immediacy, which is a motivation for students, warrant the use of automatic assessment. For this reason, we have developed prototypes that, based on the interaction log, use fuzzy inference techniques to emulate an instructor's reasoning during assessment. These prototypes are the first step in the design of an automatic assessment module that is to be built into the GRAPHS environment.