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
Evaluating the educational impact of visualization
Working group reports from ITiCSE on Innovation and technology in computer science education
Taxonomy of effortless creation of algorithm visualizations
Proceedings of the first international workshop on Computing education research
Effortless construction and management of program animations on the web
ICWL'05 Proceedings of the 4th international conference on Advances in Web-Based Learning
Pedagogical Effectiveness of Engagement Levels -- A Survey of Successful Experiences
Electronic Notes in Theoretical Computer Science (ENTCS)
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)
Comparing the effectiveness of different educational uses of program animations
Proceedings of the 17th ACM annual 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)
Hi-index | 0.00 |
The use of algorithm visualizations in computer science education is not a new thing. Although there is a firm belief that graphical representations of algorithms are learning aids, empirical studies show that what is important is what the students do with the animations rather than what they see in them. In this paper we compare to kinds of interaction: viewing animations vs constructing animations. We have conducted a controlled experiment where a group of students (n=15) had to study an algorithm and complete a knowledge test about it and a subjective opinion questionnaire. Students were randomly divided in constructing and viewing groups. Results have been measured by means of learning outcomes, efficiency issues and student's subjective opinion. Results significantly evidence that builders obtained better results than viewers.