External cognition: how do graphical representations work?
International Journal of Human-Computer Studies
Designing for cognitive communication: epistemic fidelity or mediating collaborative inquiry?
Computers, communication and mental models
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Improving the CS1 experience with pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Strengthening the Case for Pair Programming
IEEE Software
The Jeliot 2000 program animation system
Computers & Education
The effective use of quicksort visualizations in the classroom
Journal of Computing Sciences in Colleges
Algorithm visualization in CS education: comparing levels of student engagement
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
The interactivity effect in multimedia learning
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)
Developing programming skills by using interactive learning objects
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
A Review of Generic Program Visualization Systems for Introductory Programming Education
ACM Transactions on Computing Education (TOCE)
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More collaborative use of visualizations is taking place in the classrooms due to the introduction of pair programming and collaborative learning as teaching and learning methods. This introduces new challenges to the visualization tools, and thus, research and theory to support the development of collaborative visualization tools is needed. We present an empirical study in which the learning outcomes of students were compared when students were learning in collaboration and using materials which contained visualizations on different engagement levels. Results indicate that the level of engagement has an effect on students' learning results although the difference is not statistically significant. Especially, students without previous knowledge seem to gain more from using visualizations on higher engagement level.