This paper reports on the results of a two year project in which visual algorithm simulation exercises were developed for a spatial data algorithms course. The success of the project is studied from several point of v...
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This paper reports on the results of a two year project in which visual algorithm simulation exercises were developed for a spatial data algorithms course. The success of the project is studied from several point of views, i.e., from developer's, teachers's, and student's perspective. The amount of work, learning outcomes, and feasibility of the system has been estimated based on the data gathered during the project. The results are encouraging, which motivates to extend the concept also for other courses in the future.
In this paper we survey experiments with program and algorithm visualizations (PAVs) where learning improvements have been detected. We analyze these experiments based on the student's level of engagement with the...
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In this paper we survey experiments with program and algorithm visualizations (PAVs) where learning improvements have been detected. We analyze these experiments based on the student's level of engagement with the visualizations. There are some features present in most of these, successful, experiments. Therefore they should be taken into account as important factors affecting pedagogical effectiveness of PAVs, these features are: narrative and textual contents, feedback to students' answers and a student centered approach when designing PAV construction kits.
In this paper we introduce CoBo, a collaborative system supporting cryptographic protocol learning, which offers an interface for the cooperative creation of concept keyboards. Concept keyboards are input interfaces c...
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ISBN:
(纸本)9781424435340
In this paper we introduce CoBo, a collaborative system supporting cryptographic protocol learning, which offers an interface for the cooperative creation of concept keyboards. Concept keyboards are input interfaces created by the user during runtime with the goal of meeting the user's need for interaction. Experiments with an early version of CoBo have shown that, although students recognize the power of collaborative learning, they found a collaborative simulation of cryptographic algorithms should be associated with an additional step in the learning process: the collaborative design of the concept keyboards that will be used to perform the collaborative simulation of cryptographic protocols.
Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view;this means representation and control occur through the visual channel. This approach has its limitatio...
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Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view;this means representation and control occur through the visual channel. This approach has its limitations. To achieve better comprehension, we deal with multimodal interfaces that include the extended facilities of interaction together with those of the standard systems for data visualization and algorithm animation. The notion of specific concept keyboards is introduced. As a consequence, modern information and learning systems for algorithm animation are enhanced in such a way that control and interaction take place through appropriate interfaces designed and semi-automatically generated for this special purpose. In this paper, we provide some examples and report on a thorough evaluation to show the relevance of this new approach. (C) 2007 Elsevier Ltd. All rights reserved.
We propose extensions to the engagement taxonomy, based on a comparative review of several experiments carried out within that framework to assess the effectiveness of algorithm visualization.
ISBN:
(纸本)9781605580784
We propose extensions to the engagement taxonomy, based on a comparative review of several experiments carried out within that framework to assess the effectiveness of algorithm visualization.
An ITiCSE 2006 working group explored the prospect of deploying educational visualizations (e.g., algorithm visualizations) in hypertextbooks [10]. In this paper we present our continuing work on a hypertextbook proje...
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ISBN:
(纸本)9781605580784
An ITiCSE 2006 working group explored the prospect of deploying educational visualizations (e.g., algorithm visualizations) in hypertextbooks [10]. In this paper we present our continuing work on a hypertextbook project that demonstrates the viability of many of the issues raised in that workshop. The project has two thrusts: (1) the authoring of hypertextbooks for specific academic subjects, and (2) the creation of an authoring environment for prospective hypertextbook authors. The status of both is discussed in detail. It is anticipated that the success of the project as well as access to the authoring environment will inspire the creation of more active-learning hypertextbooks covering many academic subjects.
This paper investigates the visualization of distributed algorithms. We present a conceptual model and a system, VADE, that realizes this model. Since in asynchronous distributed systems there is no way of knowing (le...
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This paper investigates the visualization of distributed algorithms. We present a conceptual model and a system, VADE, that realizes this model. Since in asynchronous distributed systems there is no way of knowing (let alone, visualizing) the "real" execution, we show how to generate a visualization which is consistent with the execution of the distributed algorithm. We also present the design and implementation of our system. VADE is designed so that the algorithm runs on the server's machines while the visualization is executed on a web page on the client's machine. Programmers can write animations quickly and easily with the assistance of VADE's libraries. End-users can experiment with the animation and change its visual properties. (C) 2003 Elsevier Ltd. All rights reserved.
Prior empirical studies of programming have shown that novice programmers tend to program by exploration, relying on frequent compilation and execution of their code in order to make progress. One way visual and end-u...
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Prior empirical studies of programming have shown that novice programmers tend to program by exploration, relying on frequent compilation and execution of their code in order to make progress. One way visual and end-user programming environments have attempted to facilitate this exploratory programming process is through their support of "live" editing models, in which immediate visual feedback on a program's execution is provided automatically at edit time. Notice that the notion of "liveness" actually encompasses two distinct dimensions: (a) the amount of time a programmer must wait between editing a program and receiving visual feedback (feedback delay);and (b) whether such feedback is provided automatically, or whether the programmer must explicitly request it (feedback self-selection). While a few prior empirical studies of "live" editing do exist, none has specifically evaluated the impact of these dimensions of "live" editing within the context of the imperative programming paradigm commonly taught in first-semester computer science courses. As a preliminary step toward that end, we conducted an experimental study that investigated the impact of feedback self-selection on novice imperative programming. Our within-subjects design compared the impact of three different levels of feedback self-selection on syntactic and semantic correctness: (a) no visual feedback at all (the No Feedback treatment);(b) visual feedback, in the form of a visualization of the program's execution state, provided on request when a "run" button is hit (the Self-Select treatment);and (c) visual feedback, in the form of a visualization of the program's execution state, updated on every keystroke (the Automatic treatment). Participants in the Automatic and Self-Select treatments produced programs that had significantly fewer syntactic and semantic errors than those of the No Feedback treatment;however, no significant differences were found between the Automatic and Self-Select treatments
This paper describes a prototypical system for tree and tree algorithm animations. The system allows the user to create his or her own tree from a selection of supported tree types by inserting and removing nodes. At ...
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This paper describes a prototypical system for tree and tree algorithm animations. The system allows the user to create his or her own tree from a selection of supported tree types by inserting and removing nodes. At any point in time, the user can ask for a visualization of the tree's generation to see the effects of the chosen actions. The user can also request embedded documentation on different levels of detail. The system may prompt the user to answer questions about the displayed contents. The online help further assists the user in learning about the tree types and operations. The package presented in this paper corresponds to the engagement levels viewing, responding, changing and also supports the presenting engagement level as defined in the engagement taxonomy [3].
Many computer science educators agree that the visualization or animation of dynamic systems, especially algorithms and data structures, should help students in learning about this central aspect of computer science. ...
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Many computer science educators agree that the visualization or animation of dynamic systems, especially algorithms and data structures, should help students in learning about this central aspect of computer science. However, most educators do not use algorithm visualization and animation (AV) systems in their teaching. One central reason for this is the time needed to find or generate "appropriate" content [ 3]. This paper tries to remedy this by illustrating an easy to use and yet flexible framework for generating content on-the-fly -but tailored to the end user's preferences.
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