Why looking isn't always seeing: readership skills and graphical programming
Communications of the ACM
CLAP: teaching data structures in a creative way
Proceedings of the 2nd conference on Integrating technology into computer science education
Evaluating animations as student aids in learning computer algorithms
Computers & Education
Studying the language and structure in non-programmers' solutions to programming problems
International Journal of Human-Computer Studies
Data Structures and Problem Solving Using Java
Data Structures and Problem Solving Using Java
Tool support for collaborative teaching and learning of object-oriented modeling
Proceedings of the 7th annual conference on Innovation and technology in computer science education
The Java Programming Language
Easy Algorithm Animation on the Web
Multimedia Tools and Applications
The Jeliot 2000 program animation system
Computers & Education
Concretising the programming task: a case study in a secondary school
Computers & Education
Visualisation of object oriented program execution
VL '96 Proceedings of the 1996 IEEE Symposium on Visual Languages
Testing Effectiveness of Algorithm Animation
VL '96 Proceedings of the 1996 IEEE Symposium on Visual Languages
Visualizing programs with Jeliot 3
Proceedings of the working conference on Advanced visual interfaces
A framework proposal for algorithm animation systems
SAICSIT '06 Proceedings of the 2006 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries
A Review of Generic Program Visualization Systems for Introductory Programming Education
ACM Transactions on Computing Education (TOCE)
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As algorithms have been seen to be hard to teach and learn, teachers have tried to look for help in algorithm animation. While the effect of algorithm animation on learning has been studied, but not reliably evidenced, this study tries to approach the problem from a different perspective. Sixty hours of assignment sessions in an introductory programming course were observed to determine the kind of demonstration and explaining strategies teachers and students tend to use. The results show that although the variation of different visualisation types is large, there are certain common properties describing the explanation of the programs. Guidelines for demonstration tools are presented based on the results.