Empirical studies of the value of algorithm animation in algorithm understanding
Empirical studies of the value of algorithm animation in algorithm understanding
From multimedia instruction to multimedia evaluation
Journal of Educational Multimedia and Hypermedia
Integrating algorithm animation into a learning environment
Computers & Education
Using student-built algorithm animations as learning aids
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
The functions of multiple representations
Computers & Education
Rethinking the evaluation of algorithm animations as learning aids: an observational study
International Journal of Human-Computer Studies
The Jeliot 2000 program animation system
Computers & Education
Algorithm visualization in CS education: comparing levels of student engagement
Proceedings of the 2003 ACM symposium on Software visualization
Dancing hamsters and marble statues: characterizing student visualizations of algorithms
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
Using Visualizations to Learn Algorithms: Should Students Construct Their Own, or View an Expert's?
VL '00 Proceedings of the 2000 IEEE International Symposium on Visual Languages (VL'00)
Effective features of algorithm visualizations
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Results from the evaluation of the effectiveness of an online tutor on expression evaluation
Proceedings of the 36th SIGCSE technical symposium on Computer science education
WinHIPE: an IDE for functional programming based on rewriting and visualization
ACM SIGPLAN Notices
An Evaluation of the Effortless Approach to Build Algorithm Animations with WinHIPE
Electronic Notes in Theoretical Computer Science (ENTCS)
An approach to effortless construction of program animations
Computers & Education
Reevaluating and refining the engagement taxonomy
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning
ACM Transactions on Computing Education (TOCE)
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)
Effortless construction and management of program animations on the web
ICWL'05 Proceedings of the 4th international conference on Advances in Web-Based Learning
Defining and evaluating conflictive animations for programming education: the case of jeliot ConAn
Proceedings of the 45th ACM technical symposium on Computer science education
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Programming is one of the most complex subjects in computer science degrees. Program visualization is one of the approaches adopted to make programming concepts more accessible to students. In this work we study the educational impact of an active and highly engaging approach, namely the construction of program animations by students. We systematically compared this approach with two instructional scenarios, based on viewing animations and on the traditional instruction without systematic use of animations. A general conclusion of this work is that animations actually improve learning in terms of some educational aspects: short-term and long-term knowledge acquisition, and drop-out rates. Short-term improvements depend on the complexity level of the topic: while there is no impact for simple topics, there is a learning improvement in complex topics using the viewing and constructing approaches, and there is a learning improvement for highly complex topics using the viewing approach. In the long-term, drop-out rates were significantly decreased for students involved in the two most engaging approaches. In addition, both animation viewing and animation construction improved students' passing-rate in the term exam. Nevertheless, we were unable to prove in the long term that students involved in construction tasks yielded higher grades than those involved in viewing tasks.