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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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Seeing the text: program visualization for text analysis in the humanities

Seeing the text: Program visualization for text analysis in ...

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Conference on Visual Data Exploration and Analysis VI

作者： Monger, P Rockwell, G McMaster Univ Hamilton ON L8S 4M1 Canada

ISBN: (纸本)0819431141

In this paper we will discuss a prototype visual programming environment for text applications called Eye-ConTact. Eye-ConTact is modeled on scientific visualization systems such as NAG's Explorer(TM). The user creates a flow chart of how the "experiment" on a text is to be conducted. The map of this flow of data allows the researcher to see the logic of the study of a text and then reproduce such studies with other texts, or alter the analysis. To adapt the visual programming model to the community of textual scholars, the program must be usable and extendable by a community with limited resources for computing, and not entirely convinced that computationally-based research is relevant. The "keep it simple" injunction is crucial in such a project. Furthermore, there are no defined or de facto standards for data formats or data representations in this community. We will discuss the original (1997) prototype. Feedback from demonstrations led to changes to the programming interface, and the underlying text analysis engine, in order to make the former more indicative of the steps in the analysis process, and the latter more portable and extensible. We will discuss the design decisions we made to address these two issues.

关键词： program visualization computer-assisted text analysis

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A Review of Generic program visualization Systems for Introductory programming Education

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2013年第4期13卷 15-15页

作者： Sorva, Juha Karavirta, Ville Malmi, Lauri Aalto Univ Dept Comp Sci & Engn FI-00076 Aalto Finland

This article is a survey of program visualization systems intended for teaching beginners about the runtime behavior of computer programs. Our focus is on generic systems that are capable of illustrating many kinds of programs and behaviors. We inclusively describe such systems from the last three decades and review findings from their empirical evaluations. A comparable review on the topic does not previously exist;ours is intended to serve as a reference for the creators, evaluators, and users of educational program visualization systems. Moreover, we revisit the issue of learner engagement which has been identified as a potentially key factor in the success of educational software visualization and summarize what little is known about engagement in the context of the generic program visualization systems for beginners that we have reviewed;a proposed refinement of the frameworks previously used by computing education researchers to rank types of learner engagement is a side product of this effort. Overall, our review illustrates that program visualization systems for beginners are often short-lived research prototypes that support the user-controlled viewing of program animations;a recent trend is to support more engaging modes of user interaction. The results of evaluations largely support the use of program visualization in introductory programming education, but research to date is insufficient for drawing more nuanced conclusions with respect to learner engagement. On the basis of our review, we identify interesting questions to answer for future research in relation to themes such as engagement, the authenticity of learning tasks, cognitive load, and the integration of program visualization into introductory programming pedagogy.

关键词： Human Factors Introductory programming education CS1 software visualization program visualization program dynamics notional machine engagement taxonomy literature review

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Investigating the Effect of program visualization on Introductory programming in a Distance Learning Environment

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Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 2013年第1-2期17卷 139-151页

program visualization (PV) is one of the approaches to assist novices in introductory programming courses. We investigated the effect of a newly developed PV tool to teach tracing to first-year programming students at a South-African university. The tool takes the form of an interactive computer-based tutorial that teaches students how to draw variable diagrams (VD). All students registered for the introductory C++ module, received the tutorial with their study material and could use it to help answer assignment questions. To determine the effect of using the tutorial, students did an assignment for which they could use the tutorial and completed a questionnaire. Through the questionnaire we acquired biographical data, found out how students used the tutorial and also how they experienced using it. We then correlated these data statistically with their assignment marks. We found that time spent using the tutorial, programming experience and certain biographical properties contributed to higher marks. Drawing their own VDs to understand and debug programs also contributed to better marks.

关键词： interactive tutorial teaching programming program visualization distance teaching/learning

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A Survey of Successful Evaluations of program visualization and Algorithm Animation Systems

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ACM Transactions on Computing Education 2009年第2期9卷 1–21页

作者： Jaime Urquiza-Fuentes J. Ángel Velázquez-Iturbide Universidad Rey Juan Carlos

This article reviews successful educational experiences in using program and algorithm visualizations (PAVs). First, we survey a total of 18 PAV systems that were subject to 33 evaluations. We found that half of the systems have only been tested for usability, and those were shallow inspections. The rest were evaluated with respect to their educational effectiveness. Script-based systems seem to be well suited for the viewing, responding, and changing engagement levels, while compiler-based systems do well for the construction and presenting engagement levels. Finally, we analyze additional PAV features of successful evaluations and hypothesize that they are relevant.

关键词： Algorithm visualization educational tools program visualization survey

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Online python tutor: embeddable web-based program visualization for cs education 13

Online python tutor: embeddable web-based program visualizat...

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Proceeding of the 44th ACM technical symposium on Computer science education

作者： Philip J. Guo Google Inc. Mountain View CA USA

ISBN: (纸本)9781450318686

This paper presents Online Python Tutor, a web-based program visualization tool for Python, which is becoming a popular language for teaching introductory CS courses. Using this tool, teachers and students can write Python programs directly in the web browser (without installing any plugins), step forwards and backwards through execution to view the run-time state of data structures, and share their program visualizations on the web. In the past three years, over 200,000 people have used Online Python Tutor to visualize their programs. In addition, instructors in a dozen universities such as UC Berkeley, MIT, the University of Washington, and the University of Waterloo have used it in their CS1 courses. Finally, Online Python Tutor visualizations have been embedded within three web-based digital Python textbook projects, which collectively attract around 16,000 viewers per month and are being used in at least 25 universities. Online Python Tutor is free and open source software, available at ***.

关键词： program visualization CS1 python

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VILLE: a language-independent program visualization tool 07

VILLE: a language-independent program visualization tool

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Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88

作者： Teemu Rajala Mikko-Jussi Laakso Erkki Kaila Tapio Salakoski University of Turku Turku Finland

ISBN: (纸本)9781920682699

visualization tools have proven to be useful for enhancing novice programmers' learning. However, existing tools are typically tied to particular programming languages, and tend to focus on low-level aspects of programming such as the changing values of variables during program code execution. In this paper we present a new program visualization tool, which provides a language-independent view of learning programming. Moreover, program execution can be viewed in two languages simultaneously. Complete with role information of variables, the tool supports the learning process at a more abstract level, thus emphasizing the similarities of basic programming concepts and syntax in all imperative programming languages.

关键词： program visualization language independency novice programming teaching programming

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Effects of course-long use of a program visualization tool 10

Effects of course-long use of a program visualization tool

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Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103

作者： Erkki Kaila Teemu Rajala Mikko-Jussi Laakso Tapio Salakoski University of Turku Turun yliopisto Finland

ISBN: (纸本)9781920682842

We studied the course-long use of a program visualization tool called ViLLE in high school in Finland. The study was conducted in three consecutive instances of the first programming course. In the first two instances of the course, the students did not utilize ViLLE -- except for a short session -- while in the last instance students did ViLLE exercises throughout the whole course. The students who used ViLLE got significantly better results from the course's final exam. This supports our hypothesis that program visualization can be an effective method in teaching programming, and indicates that we should continue developing program visualization methods to further enhance learning.

关键词： programming education long-term effects of visualization program visualization integrating visualization into a course

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Effect of active learning using program visualization in technology-constrained college classrooms

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Research and Practice in Technology Enhanced Learning 2015年第1期10卷 15-15页

作者： Banerjee, Gargi Murthy, Sahana Iyer, Sridhar Interdisciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai 400076 India Department of Computer Science and Engineering Indian Institute of Technology Bombay Mumbai 400076 India

Multiple studies report that Computer Science (CS) instructors face problems on how to integrate visualizations in their teaching. This problem gets compounded for instructors in technology-constrained classrooms that are common in developing countries. In these classrooms, students are not able to interact with visualization directly;instead, their interaction is mediated by the instructor who alone may have access to the visualization. In the current study, we contrasted learning outcome from integrating program visualization at two different engagement levels in instructor-mediated classroom setting. The two levels were “Responding” (prediction activity with visualization) and “Viewing” (watching visualization with instructor commentary) as per Naps’ taxonomy. The study was conducted for a programming topic of medium complexity. We found the strategy of prediction with visualization (“Responding”) led to statistically significant higher active behavioral engagement and higher perception of learning among students than the strategy of watching the visualization with instructor commentary (“Viewing”). We also found statistically significant higher cognitive achievement in terms of the rate of problem solving for the “Responding” group, if the students had prior training in active learning. This study can serve as a reference guide to design effective integration of visualizations in instructor-mediated classrooms. © 2015, The Author(s).

关键词： Active learning Engagement levels Prediction program visualization Viewing

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Editorial: program and Algorithm visualization in Education

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ACM Transactions on Computing Education 2009年第2期9卷 1–6页

作者： Guido Rößling J. Ángel Velázquez-Iturbide Technische Universität Darmstadt Universidad Rey Juan Carlos

This special issue presents extended versions of six papers presented at the 5th program visualization Workshop (PVW’08). The articles deal with many of the issues relevant to program and algorithm visualization in education. This foreword introduces these issues to better understand the challenges addressed by every article, and their relevance, as well as the articles featured. These issues are evaluation of program and algorithm visualization, integration of visualization and narratives into hypertextbooks, embedding of interactive quizzes into visualizations, and several classes of program visualization.

关键词： program visualization algorithm visualization computer science education

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