Learning how to program through visualization: A pilot study on the Bubble Sort algorithm

Bellström, Peter; Thorén, Claes

doi:10.1109/icadiwt.2009.5273943

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…The pilot study presented in Bellström and Thorén (2009) showed an increased understanding of abstract programming concepts. Showing a visualization of the Bubble Sort algorithm using animated stick figures helped this understanding.…”

Section: An Initial Study On Visualizationmentioning

confidence: 95%

“…In Bellström and Thorén (2009) we showed that there are four critical types of knowledge required for programming: basic numerical knowledge, knowledge about the programming environment, knowledge about the programming language and finally overall knowledge-transfer into logic. The last type refers to the sequence of learning where traditionally programming is taught starting with syntax moving through logic ending with application.…”

Section: Introductionmentioning

confidence: 99%

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On the Importance of Visualizing in Programming Education

Bellström

Thorén

2010

Proceedings of the 12th International Conference on Enterprise Information Systems

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In this paper we address the importance of visualizing in programming education. In doing so, we describe three contributions to the research field. First we describe an initial study on visualizing the Bubble Sort algorithm. The Bubble Sort algorithm has been chosen since it contains several parts that in the past have been troublesome for several students taking introductory programming courses. Secondly, we describe a design for how visualization can be inserted into programming education. In that design we again use the Bubble Sort algorithm as an illustrating example. Thirdly, we present a classification of four visual programming environments: Alice, BlueJ, Greenfoot and Scratch. In the classification we have positioned each visual programming environment in a matrix comprised of the granularity dimension and the visualization dimension. All three presented contributions to the research field of visualization should contribute to an understanding of abstract programming concepts starting with problem or application instead of syntax. Students lacking scientific mathematics and students taking an introductory programming course based on e-Learning should benefit the most of the presented contributions.

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Section: An Initial Study On Visualizationmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

On the Importance of Visualizing in Programming Education

Bellström

Thorén

2010

Proceedings of the 12th International Conference on Enterprise Information Systems

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“…In early days of computer science education PVs were used to teach introductory programming concepts, while algorithm AVs were mainly used to teach data structures. However, studies have shown that the use of AVs for teaching DSA is not pedagogically effective since such teaching strategy has put much emphasis on conceptual knowledge [22], [47] , with less emphasis on strategic, syntactic and schematic skills, resulting in student's misconceptions and frustrations in writing programs [22], [48], [49]. For that matter, recent studies have recommended the use of PV tools instead of just AVs as a strategy to help students effectively understand the DSA course [22].…”

Section: Visualization In Learning Programmingmentioning

confidence: 99%

Effects of using problem-solving guide and explanatory support in program visualization tool on reducing students’ misconceptions in learning data structure concepts

Mtaho

2023

Bull.Socinf.The.App

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The tendency of novice programmers to hold misconceptions when learning data structures is one of the challenges that novice programmers face in computer science education. Holding misconceptions can result in students’ demotivation and high failure rates in learning the subject. This article presents the findings of an experimental study that was conducted to determine whether using the CeliotM Program visualization tool could help students learn CS 122 (data structures) at the College of Informatics and Virtual Education of the University of Dodoma with fewer misconceptions. The design chosen was a single factor between the experiment designs, with the number of errors committed by the students when writing programs as a dependent variable. The experimental group received instruction using the teaching technique employed by CeliotM, while the control group received instruction using the conventional lecture method. Results show that the use of CeliotM significantly reduced students misconceptions compared to the conventional lecture method. The study's important findings suggest that employing the CeliotM framework can help students understand data structures more effectively by minimizing their misconceptions and hence enhance their programming competencies.

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“…Az első éves informatika szakos hallgatók számára a tömb használata szintén nehézségeket okozhat (Bellstrom & Thoren, 2009). Az ebben a fejezetben bemutatott, általunk fejlesztett JavaScript könyvtár olyan függvényeket tartalmaz, amely segítségégével a tananyagfejlesztők és oktatók könnyebben kialakíthatnak egydimenziós tömbökön végzett műveleteket bemutató interaktív animációkat.…”

Section: Mikro-szintű Interaktív Animációkunclassified

A programozás tanulásának és tanításának támogatása elektronikus tananyagba beépíthető interaktív animációs modellekkel

Végh¹

2017

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Az algoritmusok tervezése és elemzése az első éves egyetemi hallgatók számára bonyolult feladat. Az animációk és vizualizációk segítségével való oktatás segíthet az elemi algoritmusok elsajátításában annak ellenére, hogy az eddig elvégzett kísérletek ezt nem minden esetben támasztják alá.A doktori értekezés elméleti része összegzi az elektronikus tananyagba beágyazható, oktatási jellegű interaktív algoritmus-animációk és vizualizációk elkészítéséhez felhasználható elveket és javaslatokat.A munka gyakorlati részében röviden foglalkozunk a programozás-oktatás lehetőségeivel virtuális világokban. Továbbá, bemutatunk egy saját fejlesztésű, algoritmus-animációkat és vizualizációkat tartalmazó oktatási portált. Végezetül, jellemezzük az általunk készített interaktív algoritmus-animációkat, majd tárgyaljuk a segítségükkel elvégzett pedagógiai kísérletek eredményeit.

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Learning how to program through visualization: A pilot study on the Bubble Sort algorithm

Cited by 7 publications

References 10 publications

On the Importance of Visualizing in Programming Education

On the Importance of Visualizing in Programming Education

Effects of using problem-solving guide and explanatory support in program visualization tool on reducing students’ misconceptions in learning data structure concepts

A programozás tanulásának és tanításának támogatása elektronikus tananyagba beépíthető interaktív animációs modellekkel

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