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

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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A modern approach to supporting program visualization: from a 2D notation to 3D representations using augmented reality

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MULTIMEDIA TOOLS AND APPLICATIONS 2021年第1期80卷 543-574页

作者： Schez-Sobrino, Santiago Garcia, Maria A. Lacave, Carmen Molina, Ana I. Glez-Morcillo, Carlos Vallejo, David Redondo, Miguel A. Univ Castilla La Mancha Spain Dept Informat Technol & Syst Paseo Univ 4 Ciudad Real 13071 Spain

The visualization of programs and algorithms has been demonstrated to be essential when learning to program. Nevertheless, existing graphic representations require a high level of abstraction that most beginner programmers cannot understand. Current state-of-the-art approaches provide promising alternatives, but a significant part leaves the advantages of graphic representation in the background. These advantages include abstracting the source code by means of symbols that make them easier to understand without previous training. This work introduces the evolution of a 2-D graphic notation to a 3-D environment, which represents an improvement to a complete platform for collaborative programming learning through problem solving, named COLLECE-2.0. This improvement provides the platform with capabilities to visualize programs through augmented reality by using a new set of graphic representations, which are based on roads and traffic signs in the context of programming learning. These visual models have been evaluated by Computer Science students to know whether the proposed notation is intuitive and useful. The obtained results show that the proposed notation is suitable for representing programming concepts and easy to understand. We also present a series of improvements, integrated as a new subsystem in the aforementioned platform, which allows the automatic construction of 3-D visualizations on an augmented reality environment. These visualizations use the proposed notation and leverage the scalability and architecture of COLLECE-2.0.

关键词： Computer-Supported Collaborative Learning (CSCL) program visualization programming learning Three-dimensional displays Augmented reality Eclipse

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Evaluating the Effect of program visualization on Student Motivation

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IEEE TRANSACTIONS ON EDUCATION 2017年第3期60卷 238-245页

作者： Angel Velazquez-Iturbide, J. Hernan-Losada, Isidoro Paredes-Velasco, Maximiliano Univ Rey Juan Carlos Mostoles 28933 Spain

An increase in student motivation is often cited as an expected effect of software visualization, but, as far as the authors are aware, no controlled experiments have yet demonstrated this. This paper therefore presents a controlled evaluation of this effect, conducted within the framework of self-determination theory. Students were tasked with removing redundant recursion in a multiple recursive algorithm. The experimental group (N = 19) used the SRec program visualization system, while the control group (N = 17) could use any programming tool in which they were proficient, such as BlueJ or Eclipse. The increase in motivation was measured by the difference between student scores in pre-and post-tests of their motivation. Statistically significant increases were observed for the two more determined forms of motivation, intrinsic motivation (p = 0.01), and extrinsic motivation via identified regulation (p = 0.03). Student feedback about their subjective acceptance of SRec reinforced these results. These findings give experimental support to expectations for software visualization in terms of motivation. Several paths for future work are identified, in particular, the need for more experiments under various conditions to achieve deeper understanding of the motivational effect of program visualization.

关键词： Computer science education educational software experimental research document analysis program visualization self-determination theory

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A TAXONOMY OF program visualization SYSTEMS

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COMPUTER 1993年第12期26卷 11-24页

作者： ROMAN, GC COX, KC Dept. of Comput. Sci. Washington Univ. St. Louis MO

Pictorial representations of program structure, control flow, and data have always been part of the programmer's repertoire of tools and techniques. Such representations can simplify and enhance the explanation of specific aspects of a program. Now that workstations are equipped with powerful graphics capabilities, interest has shifted from simple, static representations to dynamic representations of program behavior. Generating and using graphical program representations has become a recognized scientific endeavor called program visualization. This field is attracting considerable attention from researchers who hope to put their results to practical use in areas as diverse as software design, performance monitoring, and soft-ware training. However, a significant gap exists between program visualization research and its practical application to programming environments and design tools. To remedy this situation, the authors present a taxonomy of program visualization systems (excluding related work in visual programming and scientific visualization). The authors illustrate the taxonomy with three program visualization systems representative of research trends: Zeus, Tango, and Pavane. They represent examples of their taxonomic criteria, generating color images by using Pavane, except as noted.

关键词： Pavane Tango Zeus data visualisation graphical representations program visualization programming environments taxonomy visual programming

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Observer Architecture of program visualization

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ELECTRONIC NOTES IN THEORETICAL COMPUTER SCIENCE 2007年 178卷 153-160页

作者： Kumar, Amruth Kasabov, Stefan Ramapo Coll 505Ramapo Valley Rd Mahwah NJ USA

We propose Observer architecture for program visualization. The principles of Observer architecture are modular, model-driven visualization with one-directional coupling, hierarchical delegation, message-passing and archival by visualizers. The architecture is scalable. The resulting visualization can be distributed and modified independent of the model. The Observer architecture has been implemented in online tutors for programming called problets.

关键词： program visualization Observer architecture

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Automatic Generation of Prediction Questions during program visualization

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ELECTRONIC NOTES IN THEORETICAL COMPUTER SCIENCE 2007年 178卷 43-49页

作者： Myller, Niko Univ Joensuu Dept Comp Sci Joensuu Finland

Based on previous research, it seems that the activities performed by and the engagement of the students matter more than the content of the visualization. One way to engage students to interact with a visualization is to present them with prediction questions. This has been shown to be beneficial for learning. Based on the engagement taxonomy and benefits of the question answering during the algorithm visualization, we propose to implement an automatic question generation into a program visualization tool, Jeliot 3. In this paper, we explain how the automatic question generation can be incorporated into the current design of Jeliot 3. In addition, we provide various example questions that could be automatically generated based on the data obtained during the visualization process.

关键词： program visualization Engagement taxonomy Automatic question generation

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An experimental evaluation of continuous semantic zooming in program visualization

An experimental evaluation of continuous semantic zooming in...

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9th Annual IEEE Symposium on Information visualization (INFOVIS 2003)

作者： Summers, KL Goldsmith, TE Kubica, S Caudell, TP Univ New Mexico Ctr High Performance Comp Albuquerque NM 87131 USA

ISBN: (纸本)0780381548

This paper presents the results of an experiment aimed at investigating how different methods of viewing visual programs affect users' understanding. The first two methods used traditional flat and semantic zooming models of program representation;the third is a new representation that uses semantic zooming combined with blending and proximity. The results of several search tasks performed by approximately 80 participants showed that the new method resulted in both faster and more accurate searches than the other methods.

关键词： program visualization human subjects testing visual program languages

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A program visualization tool for learning introductory Java programming

A program visualization tool for learning introductory Java ...

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International Conference on Frontiers in Education - Computer Science and Computer Engineering (FECS 05)

作者： El-Sheikh, E Greene, M Univ W Florida Dept Comp Sci Pensacola FL 32514 USA

ISBN: (纸本)193241584X

In this paper, we describe the development of an instructional tool called JavaHelper for teaching the basics of Java programming. The tool can help beginner students understand the inner workings of programming by animating the data flow, control flow, and dynamic execution of a program. JavaHelper can be used as an instructional aide in introductory programming courses. We describe the development and use of the system, and also discuss its role in improving learning outcomes for beginner programmers.

关键词： active learning tools program visualization Java programming educational software term projects

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Effect of program visualization to Teach Computer programming in a Resource Constrained Classroom

Effect of Program Visualization to Teach Computer Programmin...

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IEEE 5th International Conference on Technology for Education (T4E)

作者： Awasekar, Dipali D. Walchand Inst Technol Dept Informat Technol Solapur India

ISBN: (纸本)9780769551418

Acquisition of programming concepts and skills is a key goal of computer science and engineering curricula. It has been shown that students find programming to be a difficult and complex cognitive task. program visualizations have been shown to improve students' understanding, but most studies have been conducted in resource equipped classrooms, for example, in which students have personalized access to laptops. In this paper, we report findings from a two-group experimental study (N=60) in a resource constrained classroom with a single computer and mounted LCD. One group was taught with an interactive program visualization tool and the other with traditional chalk and blackboard approach. Analysis showed a statistically significant higher performance on a post-test for the program visualization group compared to the traditional group. This difference was seen regardless of students' visual / verbal learning style, leading to the conclusion that use of program visualization in large resource constrained classroom is an effective strategy to teach computer programming.

关键词： program visualization resource constrained classroom learningobject visual learner verbal learner

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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 1-25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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