A visualisation approach to learning the concept of recursion

Abstract

This study investigated how a schematic‐based visualisation approach implemented in an electronic learning environment facilitated the learning of the complex programming concept. The semantic‐based visualisation approach applied Visualcode Rules and utilised various pictorial notations modeling the execution of recursive procedures. In this study, 38 college students studied the Scheme language and its recursive procedures in three different conditions. The three conditions were (a) the VisualScheme environment in which schematic‐based pictorial notations (e.g. coloured icons and environment trees) were employed to help learners trace intermediate steps of executing procedures; (b) an Internet learning environment in which an ordered sequence of static pictorial notations provide a snap shot and illuminate execution of recursive procedures; (c) an Internet learning environment in which on‐line source codes were annotated with detailed textual information. Results of the study indicated schematic‐based pictorial notations helped students to form a better conceptual framework for learning the concept of recursion. It is suggested that the design of an electronic learning environment may appropriately apply meaningful pictorial information to help students learn complex programming concepts.

Learning to program through interactive simulation

“…Linn and Clancy (1992) advocated the case study approach to computer programming instruction. With the advance of technology, computer-based tools such as program visualization (Mayer, 1981;Jehng et al ., 1999;Ramadhan, 2000;Smith & Webb, 2000), animation (Kann et al ., 1997) and simulation (Thomas & Upah, 1996) have been developed and employed by researchers. They believed that the usefulness of the mental models provided by all these computer-based tools could help students to visualize hidden and internal changes in some conceptual parts of the underlying computer system, which in turn would enable them to observe how programs work and thus enhance their understanding of computer programming.…”

“…Student 4 gave another reason for his positive attitude, 'It [TLSS] is very challenging … like a policeman controls the traffic'. Therefore, the meaningful graphical information used in TLSS not only promoted an affirmative attitude to using simulation to learn programming, but also relieved the students of the intellectual burden of higher level cognitive operations and in-depth processing of knowledge, since the visual display of information allowed the students to perceive the execution of complex procedures immediately (Jehng et al ., 1999).…”

SRec and VAST: Visualizing Software with a Student-Centered Aim

“…Within the functional paradigm, we can find applications like Kiel [11], RainbowScheme [21] and WinHIPE [29]. Kiel shows the execution of first-order logic programs through a syntax-structure tree, providing several functionalities for controlling the execution.…”

A Survey on Teaching and Learning Recursive Programming

“…For other closely related approaches, also based on annotations and pictures, see Er (1995), Hui and Iverson (1995), Jehng et al (1999), George (1995) (2000a) (2000b and Tung et al (2001), some of whom we mentioned earlier about rewrite systems and functional languages.…”