Mental models of recursion revisited
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Data Structures, Algorithms, And Applications In Java
Data Structures, Algorithms, And Applications In Java
Learning from wrong and creative algorithm design
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Handbook of Usability TestingXXX: Howto Plan, Design, and Conduct Effective Tests
Handbook of Usability TestingXXX: Howto Plan, Design, and Conduct Effective Tests
A Survey of Successful Evaluations of Program Visualization and Algorithm Animation Systems
ACM Transactions on Computing Education (TOCE) - Special Issue on the 5th Program Visualization Workshop (PVW’08)
Active learning of greedy algorithms by means of interactive experimentation
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Introduction to Algorithms, Third Edition
Introduction to Algorithms, Third Edition
The design and coding of greedy algorithms revisited
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
An Experimental Method for the Active Learning of Greedy Algorithms
ACM Transactions on Computing Education (TOCE)
CSTutor: A Sketch-Based Tool for Visualizing Data Structures
ACM Transactions on Computing Education (TOCE)
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Some years ago we presented a novel approach to the active learning of greedy algorithms. The approach was two-fold: an experimental method and the interactive assistant GreedEx that supports it. In this paper we present a refinement of the different elements of our approach, based on our experience of 5 years using and evaluating it in a course on algorithms. Firstly, usability evaluations were conducted to check the adequacy of GreedEx to its intended aims, so they guided the evolution of GreedEx. Secondly, the analysis of students' reports allowed us to identify unexpected misconceptions, which convinced us of the necessity of several didactic interventions. Our findings suggest that we succeeded both in obtaining an attractive and effective tool and in removing severe students' misconceptions. We consider that the paper is interesting to CS education researchers because of its specific contributions to the teaching of algorithms, and also as an example of a multifaceted, medium-term CS education research.