Online learning material that students use by themselves is one of the typical usages of algorithm animation (AA). Thus, the integration of algorithm animations into hypertext is seen as an important topic today to pr...
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Online learning material that students use by themselves is one of the typical usages of algorithm animation (AA). Thus, the integration of algorithm animations into hypertext is seen as an important topic today to promote the usage of algorithm animation in teaching. This article presents an algorithm animation viewer implemented purely using HTML and JavaScript. The viewer is capable of viewing animations in Xaal (eXtensible algorithm animation Language), a language designed to allow easy transformation of AAs between various formats. This solution is extremely suited for use in hypertext learning material due to the advanced interaction possibilities between learning material (HTML) and the animation.
We present interactive software designed to support students' exploration of concepts involving Huffman coding. This software illustrates the association between binary codewords and paths in a Huffman tree, the g...
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ISBN:
(纸本)9781450318686
We present interactive software designed to support students' exploration of concepts involving Huffman coding. This software illustrates the association between binary codewords and paths in a Huffman tree, the greedy algorithm that is used to construct an optimal tree, and the use of the tree in the decoding process. It allows the user to control the input upon which the code is built, to step forward and backward through an animation of the algorithm process for constructing a tree, and to choose data to encode or decode. We have used this software with students in an introductory computing principles course, a first-year data structures course, and an upper-level algorithms course. The software is publicly available as a Java applet at http://***/~goldwasser/demos/huffman.
The question of whether animations depicting running algorithms are beneficial in helping users has received mixed results. This paper provides evidence that the effectiveness of animations as an aid in performing a t...
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The question of whether animations depicting running algorithms are beneficial in helping users has received mixed results. This paper provides evidence that the effectiveness of animations as an aid in performing a task is affected by several factors that have no influence on text-only aids. We make our case by comparing two separate studies designed to measure whether the addition of animations to textual descriptions of a running computation promotes understanding of distributed algorithms. The text-based conditions in both experiments resulted in statistically similar results, while the animation-added conditions resulted in different outcomes. The best visualization condition outperforms all other conditions by a significant margin. The factors that were different between the two experiments fall under the concept of cognitive economy. Therefore, the degree of cognitive economy is important both for empirical studies that involve animation and for practical applications in which people rely on dynamic visualization to solve an algorithmic problem. (C) 2008 Elsevier Ltd. All rights reserved.
This paper presents JAVENGA, which is an acronym for JAva-based Visualization Environment for Network and Graph algorithms. It is a new visualization software for educational purposes. It includes visualizations of ma...
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This paper presents JAVENGA, which is an acronym for JAva-based Visualization Environment for Network and Graph algorithms. It is a new visualization software for educational purposes. It includes visualizations of many well-known graph and network algorithms. However, besides simple algorithms the tool also illustrates a visualization of a quite complex one, such as the Network Simplex algorithm. The recommended tool includes a graph editor where directed and undirected graphs can be drawn, it allows users to give input to an algorithm and then see its visualization in a user-controlled way, and finally it incorporates a solution window where one can see the values of variables at each step of algorithm execution. JAVENGA, as its name states, has been implemented in Java language and it can be run either as an applet or as a Java application. Further, one can execute the program either locally or remotely via the Web. It can be used by instructors as auxiliary teaching material in the context of a graph theory or network optimization course. Besides, instructors can use the tool to grade students' assignments or exams. Students can also use the software in a self-learning approach. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 255-268, 2012;View this article online at ***/journal/cae;DOI 10.1002/cae.20392
algorithmic thinking is a key ability in computer science education. This paper presents a novel approach in conceiving a hybrid learning environment that combines digital games characteristics, Micro World, and algor...
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algorithmic thinking is a key ability in computer science education. This paper presents a novel approach in conceiving a hybrid learning environment that combines digital games characteristics, Micro World, and algorithm animation principles. AlgoGames supports learner's first steps in algorithmic thinking by offering funny and challenging learning situations. Two main options are available to learners. The first one is a micro world, inspired by LOGO, where the student can write and visualize algorithms that create and act upon objects. The second option involves teacher's reference algorithms; the student is faced with world objects’ behavior and has to mime it. A primary evaluation was conducted showing real game-like motivation in using the system.
What should the textbook of tomorrow look like in a world of ubiquitous access to computing? Hypertextbooks have proved difficult to create and been fundamentally passive experiences. Commercial eBooks are merely book...
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ISBN:
(纸本)9781450310987
What should the textbook of tomorrow look like in a world of ubiquitous access to computing? Hypertextbooks have proved difficult to create and been fundamentally passive experiences. Commercial eBooks are merely books printed on an electronic screen instead of paper. New technologies such as HTML5 make it feasible to develop interactive applications that integrate with web services to provide a rich, pedagogically effective learning environment compatible with a range of computing platforms. We seek to generate discussion by participants to describe what they hope to see in online textbooks in the near future, and what resources and support would be required for them to adopt such a thing into their own courses.
algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recen...
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algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recently XML based formats for the two major presentation tools have been introduced. We present a method and a prototype implementation which allows creation of algorithm animations in the ODF format. This allows integrating the animation seamlessly within the lecture material.
The paper deals with learning of algorithms and protocols using visual media and it presents experience obtained with a system Algovision developed at Charles University, Prague. The teaching of the paper is that lear...
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ISBN:
(纸本)9789898111821
The paper deals with learning of algorithms and protocols using visual media and it presents experience obtained with a system Algovision developed at Charles University, Prague. The teaching of the paper is that learning objects and courses should attempt explaining why an algorithm or protocol achieves its goals rather than merely showing what is going on during the computation and/or communication and how the data change in time. This means visualising abstract topics like algorithm invariant, mathematical proof, researcher intuition, and a collection of paradigms used to achieve such task is presented, as it appeared during development of Algovision.
This paper presents a Java-based visualization tool that uses graphical animation to convey the concepts of various page replacement algorithms. This tool is unique in a number of respects. First, it differentiates th...
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ISBN:
(纸本)9789604740994
This paper presents a Java-based visualization tool that uses graphical animation to convey the concepts of various page replacement algorithms. This tool is unique in a number of respects. First, it differentiates the read-access pages from the write-access ones, since the cost of replacing a page that has been modified is greater than for one that has not. Second, it allows the user to practice and test his understanding of the concepts he has learnt through a very easy-to-use graphical user interface. Third, it allows the user to compare the performance of two different algorithms or that of the same algorithm with different conditions in an easy manner. This tool can be used by teachers and students in Operating Systems courses as a teaching and learning aid or by anyone who is interested in page replacement algorithms.
In this paper, we report a study on the use of algorithm Visualizations (AV) in collaborative learning. Our previous results have confirmed the hypothesis that students' higher engagement has a positive effect on ...
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ISBN:
(纸本)9789898111814
In this paper, we report a study on the use of algorithm Visualizations (AV) in collaborative learning. Our previous results have confirmed the hypothesis that students' higher engagement has a positive effect on learning outcomes. Thus, we now analyze the students' collaborative learning process in order to find phenomena that explain the learning improvements. Based on the study of the recorded screens and audio during the learning, we show that the amount of collaboration and discussion increases during the learning sessions when the level of engagement increases. Furthermore, the groups that used visualizations on higher level of engagement, discussed the learned topic on different levels of abstraction whereas groups that used visualizations on lower levels of engagement tended to concentrate more on only one aspect of the topic. Therefore, we conclude that the level of engagement predicts, not only the learning performance, but also the amount of on-topic discussion in collaboration. Furthermore, we claim that the amount and quality of discussions explain the learning performance differences when students use visualizations in collaboration on different levels of engagement.
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