The Jeliot 2000 program animation system
Computers & Education
Exploring the role of visualization and engagement in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Evaluating the educational impact of visualization
Working group reports from ITiCSE on Innovation and technology in computer science education
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Proceedings of the second international workshop on Computing education research
Understanding Object Oriented Programming Concepts in an Advanced Programming Course
ISSEP '08 Proceedings of the 3rd international conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking
Work in Progress: Automatic Generation of Algorithm Animations for Lecture Slides
Electronic Notes in Theoretical Computer Science (ENTCS)
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
The reasons might be different: why students and teachers do not use visualization tools
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
A Review of Generic Program Visualization Systems for Introductory Programming Education
ACM Transactions on Computing Education (TOCE)
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To instruct students on the use of visualizations most beneficially the teacher needs to know who the students are that use the visualizations, for what they use them, and what kind of problems they have. Empirical research has been carried out on the educational impact of visualizations in test situations, but this survey presents the students' normal way of studying when the use of visualizations is voluntary. We present the results of an international survey of 335 students who are studying programming and whose teachers have offered visualizations as extra material for the students. Their teachers also answered the survey. The article analyses different kinds of student groups, their usage of visualizations, and problems with them. We explore the background and motivation of the students and compare this information to their experiences of the use of the visualizations. We identified two groups of students who use visualizations differently: moderately successful students able to work independently and weaker students who need teachers guidance with the visualizations. We suggest tips for teachers on how to use visualizations in teaching and provide information for the development of program visualization tools.