Intercultural computer science education

Kátai, Zoltán

doi:10.1145/2591708.2591744

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…Additionally, in line with the ‘like‐me’ hypothesis, another effect may result from the fact that humans react to self–other similarities (Meltzoff, 2007; Meltzoff & Prinz, 2002). For example, Katai (2014b) found that students' culture related concepts and feelings (‘they belong to my culture, they dance the same way’) may influence the way they relate to the algorithmic content of the dance choreography illustrations. Further research is needed to better delimit these effects.…”

Section: Discussionmentioning

confidence: 99%

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Kátai

Osztián

2023

Computer Assisted Learning

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BackgroundThis study is the first to address the topic of schematic versus realistic dynamic visualization with particular focus on the human movement effect (HME) when the content to be learned takes the form of a computer algorithm. An AlgoRythmics dance choreography illustration (HM‐realistic) was compared with an abstract computer animation (schematic). Previous research in the field of dynamic visualizations found schematic illustrations to be more effective, but the examined realistic representations did not include HME.ObjectivesThe objective of this study was to explore the process of comprehension of computer algorithms from these two types of representations (abstract animation vs. dance choreography illustration).MethodsThe experiment (pre‐test, study phase, post‐test) involved 84 undergraduate students and included the following conditions (2 × 2 between‐participants‐design): HM‐realistic → HM‐realistic, schematic → schematic, HM‐realistic → schematic, schematic → HM‐realistic.Results and ConclusionsThe results reveal that: (i) the group of participants who saw the dance choreography twice outperformed those who saw the computer animation twice; (ii) dance choreography illustration is only beneficial if it is presented as the second visualization. These findings are apparently contrary to the conclusions of some relevant previous research in the field, but they are in line with recent results regarding the HME.TakeawaysRealistic dynamic visualizations can be more effective than schematic ones if they involve human movement. To benefit maximally from realistic visualization, students need to have previously viewed it or to have previously viewed the isomorphic schematic presentation of it.

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Section: Discussionmentioning

confidence: 99%

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Kátai

Osztián

2023

Computer Assisted Learning

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“…Previous research on the AlgoRythmics environment (Katai, 2014a(Katai, , 2014b(Katai, , 2015(Katai, , 2020 concentrate mostly on the potential incorporated in the dance choreographies (supplemented with computer animations) to support different categories of students in understanding the strategy of the algorithms. Research results confirmed this potential.…”

Section: Previous Workmentioning

confidence: 99%

Improving AlgoRythmics Teaching-Learning Environment by Asking Questions

Kátai¹,

Osztián²

2021

INT J INSTRUCTION

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In this paper the challenge of promoting computational thinking for all by contextualized computing education is addressed. The two phases learning session we designed was implemented in the AlgoRythmics environment which includes ten algorithmic dance choreographies (and attached interactive computer animations). In addition to previous studies that had focused only on supporting students in assimilating the strategy of the studied algorithms, this study examined whether they are able to build on this knowledge by extracting from visualizations some algorithm efficiency related concepts too. To this end, the learning environment was complemented/supplemented with targeted questioning (with and without teacher guidance). Participants (first year undergraduate students) were grouped based on the number of years they had learned programming in high school (0, 1/2 or 4 years). We performed two analyses: (1) group-0 vs. group-1/2 and group-4 (N=181; self-paced setting: algorithm visualization complemented with teacher prepared questions); (2) group-0 (one-group pretest-posttest design, N=46; supplementary Socratic questioning). Research results revealed that the AlgoRythmics environment, if complemented/supplemented with tutorial questionasking, could be an effective instrument in introducing students with no prior knowledge in computing (group-0), even with deeper Computer Science concepts such as algorithm efficiency.

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“…Továbbá, azzal, hogy kulturális keretbe helyezünk informatikai tartalmakat, merészen kombinálunk tudományt művészettel, modernt hagyományossal, ami köztudottan hatékony motivációs elem az érdeklődés felkeltéséhez [20]. Két kapcsolódó kutatás azt vizs-gálta, hogy: (1) miként lehet hatékony e módszer humánorientált hallgatóknál is [21,22]; (2) milyen mellékhatásai lehetnek annak, hogy a tudományos tartalmat multikulturális keretben mutatjuk be [23].…”

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Algo–ritmika mindenkinek

Kátai¹

2015

MTK

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Intercultural computer science education

Cited by 9 publications

References 13 publications

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Improving AlgoRythmics Teaching-Learning Environment by Asking Questions

Algo–ritmika mindenkinek

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