Do algorithm animations assist learning?: an empirical study and analysis
INTERCHI '93 Proceedings of the INTERCHI '93 conference on Human factors in computing systems
Using student-built algorithm animations as learning aids
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Algorithm visualization in computer science laboratories
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Evaluating animations as student aids in learning computer algorithms
Computers & Education
Making the connection: programming with animated small world
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Problem Solving and Program Design in C
Problem Solving and Program Design in C
An Invitation to Computer Science
An Invitation to Computer Science
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
The Jeliot 2000 program animation system
Computers & Education
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
Pedagogic aspects of algorithm animation
Pedagogic aspects of algorithm animation
RAPTOR: a visual programming environment for teaching algorithmic problem solving
Proceedings of the 36th SIGCSE technical symposium on Computer science education
VLHCC '05 Proceedings of the 2005 IEEE Symposium on Visual Languages and Human-Centric Computing
Concept inventories in computer science for the topic discrete mathematics
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Journal of Visual Languages and Computing
HDPV: interactive, faithful, in-vivo runtime state visualization for C/C++ and Java
Proceedings of the 4th ACM symposium on Software visualization
Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning
ACM Transactions on Computing Education (TOCE)
Implementing studio-based learning in CS2
Proceedings of the 41st ACM technical symposium on Computer science education
Empirical studies on programming language stimuli
Software Quality Control
Integrating video components in CS1
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Studios in software engineering education: towards an evaluable model
Proceedings of the 2013 International Conference on Software Engineering
What makes big-O analysis difficult: understanding how students understand runtime analysis
Journal of Computing Sciences in Colleges
Hi-index | 0.00 |
Pedagogical algorithm visualization technology aims to assist learners in understanding the dynamic behavior of computer algorithms. A key trend in past experimental studies is that learners benefit most when they are actively engaged with algorithm visualization technology. Inspired by this trend, we are exploring the pedagogical value of a novel active learning activity-the Studio Experience-within the context of an introductory CS1 unit on algorithmic problem-solving. In a Studio Experience, student pairs are given algorithm design problems, e.g., "design two alternative algorithms that reverse the values in a list." They are tasked both with constructing algorithmic solutions and accompanying visualizations, and with presenting their visualizations for feedback and discussion in a session modeled after an architectural "design crit." Through an observational study of studio experience sessions in which students used two alternative forms of visualization technology-art supplies and a computer-based tool-we gained insight into (a) the processes by which students construct visual presentations of algorithms, (b) the characteristics of their visual presentations; (c) the nature of conversations mediated by visual algorithmic solutions; and (d) the kind of visualization technology that best supports these activities. Based on our results, we suggest improvements to the approach, and propose an agenda for future empirical studies.