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4th IEEE Working Conference on Software visualization (VISSOFT)

作者： Sirkia, Teemu Aalto Univ Sch Sci Dept Comp Sci Espoo Finland

ISBN: (纸本)9781509038503

To learn to program, a novice programmer must understand the dynamic, runtime aspect of program code, a so-called notional machine. Understanding the machine can be easier when it is represented graphically, and tools have been developed to this end. However, these tools typically support only one programming language and do not work in a web browser. In this article, we present the functionality and technical implementation of the two visualization tools. First, the language-agnostic and extensible Jsvee library helps educators visualize notional machines and create expression-level program animations for online course materials. Second, the Kelmu toolkit can be used by ebook authors to augment automatically generated animations, for instance by adding annotations such as textual explanations and arrows. Both of these libraries have been used in introductory programming courses, and there is preliminary evidence that students find the animations useful.

关键词： Jsvee Kelmu expression-level visualization program visualization augmentation

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Codechella: Multi-User program visualizations for Real-Time Tutoring and Collaborative Learning

Codechella: Multi-User Program Visualizations for Real-Time ...

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IEEE Symposium on Visual Languages and Human-Centric Computing*

作者： Guo, Philip J. White, Jeffery Zanelatto, Renan Univ Rochester Dept Comp Sci Rochester NY 14627 USA

ISBN: (纸本)9781467374576

An effective way to learn computer programming is to sit side-by-side in front of the same computer with a tutor or peer, write code together, and then discuss what happens as the code executes. To bring this kind of in-person interaction to an online setting, we have developed Codechella, a multi-user Web-based program visualization system that enables multiple people to collaboratively write code together, explore an automatically-generated visualization of its execution state using multiple mouse cursors, and chat via an embedded text box. In nine months of live deployment on an educational website - *** people from 296 cities across 40 countries participated in 299 Codechella sessions for both tutoring and collaborative learning. 57% of sessions connected participants from different cities, and 12 % from different countries. Participants actively engaged with the program visualizations while chatting, showed affective exchanges such as encouragement and banter, and indicated signs of learning at the lower three levels of Bloom's taxonomy: remembering, understanding, and applying knowledge.

关键词： program visualization collaborative visualization CS education

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From video games to debugging code 5

From video games to debugging code

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5th IEEE/ACM ICSE International Workshop on Games and Software Engineering (GAS)

作者： Deitz, Sean Buy, Ugo Univ Illinois Dept Comp Sci Chicago IL 60607 USA

ISBN: (纸本)9781450341608

Novice programmers often struggle with many concepts underlying computer programming. The concept of a program variable that is, a named storage location is a centerpiece of the programming languages typically taught in introductory computer science courses including C, Java, JavaScript, Python, and C++. However, to date empirical studies suggest that misinterpretation of the state of a program remains a primary source of errors by novice programmers. We address this challenge by defining a game-based approach to interactive program debugging and by emphasizing the concept of program state in our approach. We specifically chose the metaphor of the popular "Space Invaders" videogame to provide a visual interpretation that reinforces the notion of program state in a way likely to be attractive to college students majoring in computer science. Our visualization technique and the resulting toolset are intended to steer students toward a debugging mindset centered on read and write operations of program variables. Here we discuss the key aspects of our game-based debugging approach. We also report preliminary results from field studies with actual college students who used our toolset to debug simple programs in which we injected faults.

关键词： Software education program debugging program visualization

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Visualizing Data-Flows in Functional programs 23

Visualizing Data-Flows in Functional Programs

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23rd IEEE International Conference on Software Analysis, Evolution, and Reengineering (SANER)

作者： Weck, Tobias Tichy, Matthias Univ Ulm Inst Software Engn & Compiler Construct D-89069 Ulm Germany

ISBN: (纸本)9781509018550

Comprehension of a program, either written by oneself or by someone else, is an important part of the daily life of a programmer. While many approaches support program comprehension of object-oriented programming languages, e.g., by providing slicing or reengineering the program into visual designs, there are fewer research activities targeting functional programming languages. For the specific case of Haskell programs, we see a need in program comprehension to understand how functions interact with each other with respect to the data and its type they exchange. In this paper, we present an approach to aid in understanding by providing an automatic transformation of Haskell programs into data-flow diagrams. These data-flow diagrams visualize the manipulation of values by the different functions which comprise the program. Because types are a very important part of writing and understanding Haskell programs, the data-flows in the diagrams are explicitly enriched with type information. This allows us to display intermediary types that usually are not visible to the programmer. The approach is based on category theory and illustrated by examples.

关键词： Functional programming Haskell program visualization Data-flow diagrams Category theory

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User-adaptive explanatory program visualization: evaluation and insights from eye movements

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USER MODELING AND USER-ADAPTED INTERACTION 2010年第3期20卷 191-226页

作者： Loboda, Tomasz D. Brusilovsky, Peter Univ Pittsburgh Sch Informat Sci Pittsburgh PA 15260 USA

User-adaptive visualization and explanatory visualization have been suggested to increase educational effectiveness of program visualization. This paper presents an attempt to assess the value of these two approaches. The results of a controlled experiment indicate that explanatory visualization allows students to substantially increase the understanding of a new programming topic. Furthermore, an educational application that features explanatory visualization and employs a user model to track users' progress allows students to interact with a larger amount of material than an application which does not follow users' activity. However, no support for the difference in short-term knowledge gain between the two applications is found. Nevertheless, students admit that they prefer the version that estimates and visualizes their progress and adapts the learning content to their level of understanding. They also use the application's estimation to pace their work. The differences in eye movement patterns between the applications employing adaptive and non-adaptive explanatory visualizations are investigated as well. Gaze-based measures show that adaptive visualization captivates attention more than its non-personalized counterpart and is more interesting to students. Natural language explanations also accumulate a big portion of students' attention. Furthermore, the results indicate that working memory span can mediate the perception of adaptation. It is possible that user-adaptation in an educational context provides a different service to people with different mental processing capabilities.

关键词： User-adaptation program visualization Explanatory visualization Eye movements Eye tracking Evaluation User study Working memory

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Effects of program visualization (Jeliot3) on Students' Performance and Attitudes towards Java programming

Effects of Program Visualization (Jeliot3) on Students' Perf...

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International Multi-Conference on Complexity, Informatics and Cybernetics

作者： Hongwarittorrn, Nuttanont Krairit, Donyaprueth Thammasat Univ Fac Sci & Technol Dept Comp Sci 99 Mhu 18Paholyothin Rd Klongluang 12121 Pathumthani Thailand Asian Inst Technol Sch Management Klongluang 12120 Pathumthani Thailand

ISBN: (纸本)9781934272886

This research aims to examine whether the use of computer program visualization software could help students to improve their performance and have long-term effects on their attitudes towards objected-oriented programming (OOP). The computer program visualization software, Jeliot3, was used in this research as a learning tool for Java programming. The experiment was conducted with 54 students, divided equally into two Sections. All of them are studying in the information technology program at a private university in Thailand. The experimental results showed that, after controlling for the demographics and backgrounds of the students, the use of Jeliot3 could help students improve their learning performance in OOP and Java programming and obtain higher scores than those who did not use Jeliot3. However, it was found that the use of Jeliot3 did not affect students' long-term attitudes toward OOP and Java programming.

关键词： program visualization Jeliot3 object-oriented programming performance attitudes

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visualization of Concepts and Algorithms in programming Education - a Design Theoretic Multimodal Perspective 10

Visualization of Concepts and Algorithms in Programming Educ...

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10th International Conference on E-Learning (ICEL)

作者： Olsson, Marie Mozelius, Peter Stockholm Univ Dept Comp & Syst Sci S-10691 Stockholm Sweden

ISBN: (纸本)9781910810262

programming is an important core subject in most Computer science programmes at university level but many students have difficulties to learn the necessary combination of knowledge and skills. Code concepts and algorithms are abstract and dynamic entities, where teachers face problems with the transfer of theoretical concepts as well as with the explanation of more practical programming techniques. Software visualization with the multimodal combination of graphical, audial and textual representations aims to facilitate learning and understanding of programming. Software visualization can further be divided into program visualization and algorithm visualization. This study presents a design theoretic multimodal approach where software visualization is introduced and evaluated as an extra communication channel between teachers and students in programming courses. Two visualization prototypes have been designed and developed for evaluation in lectures for an experimental group. Data has been gathered by handing out questionnaires to students in the experimental group and to students in a control group. Both groups had attended the same lecture setup, with identical learning content but only the experimental group had access to the multimodal program visualization and algorithm visualization prototypes. 85% in the experimental group and 62% in the control group stated that they did understand where the focus of the code executing was all through the prototype for algorithm visualization. For the other prototype, visualizing object-oriented concepts, 60% in the experimental group and 54% in the control group stated that they understood where the focus of the code executing was all through the multimodal animation. Findings indicate that programming lecturing using multimodal explanations as additional learning tools is a promising path to enhance programming education in the 21st century. Guided by multimodal design theory, we can better understand how appropriate activi

关键词： software visualization algorithm visualization program visualization programming education multimodality

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Visualizing Loops and Data Structures in Xylem: The Code of Plants 4

Visualizing Loops and Data Structures in Xylem: The Code of ...

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4th International Workshop on Games and Software Engineering

作者： Logas, Heather Vallejos, Richard Osborn, Joseph Compton, Kate Whitehead, Jim Univ Calif Santa Cruz Ctr Games & Playable Media Santa Cruz CA 95060 USA

ISBN: (纸本)9781467370462

The visual representation of software data structures is especially relevant to the creation of games which crowdsource science problems to a gaming community and to educational games which seek to teach computer science concepts within the context of computer games. Xylem: The Code of Plants is a game designed to crowdsource formal software verification via loop invariant specifications. Due to the nature of this project, it was important that the game 1) appeal to a large audience, 2) support a wide variety of data structures and 3) hide any actual data from the source code that was generating the game levels. To these ends, a method of visualizing data structures was developed that features a consistent plant-based narrative metaphor, is flexible enough to accommodate multiple types of data structures while maintaining narrative integrity, and obscures all real data from the target source code.

关键词： program visualization data structure visualization games and software engineering software verification games formal verification loop invariants

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Thonny, a Python IDE for Learning programming 15

Thonny, a Python IDE for Learning Programming

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ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Annamaaa, Aivar Univ Tartu Inst Comp Sci Tartu Estonia

ISBN: (纸本)9781450334402

Thonny is a new Python IDE for learning and teaching programming that can make program visualization a natural part of the beginners' workflow. Among its prominent features are different ways of stepping through the code, step-by-step expression evaluation, intuitive visualization of the call stack and a mode for explaining the concepts of references and heap. It is free to use and open for extension.

关键词： Computing education CS1 programming IDE Python program animation program visualization

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Dynamic program visualizations - An Experience Report 14

Dynamic Program Visualizations - An Experience Report

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45th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Cross, James H., II Hendrix, T. Dean Barowski, Larry A. Umphress, David A. Auburn Univ Auburn AL 36849 USA

ISBN: (纸本)9781450326056

In this paper, we describe our experiences using dynamic program visualizations in our Java-based CS1 and CS2 courses during the spring semester 2013. The visualizations were constructed by both faculty and students using the new viewer canvas in jGRASP. A public beta version was downloaded and installed in our computer labs and on student and faculty machines. program visualizations were used in the classroom as well as in lab activities and programming projects. Since the viewers had already been evaluated in controlled experiments, our focus was on ease of use of the viewer canvas by the students and the utility of the program visualizations in helping students understand their programs. Direct observations in the lab and individual meetings with students to discuss their work indicated that students could indeed build dynamic visualizations that, in conjunction with the debugger, helped them understand and correct bugs in their programs much more effectively than using the debugger alone.

关键词： program visualization algorithm animation data structures

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