Structure and Constraints in Interactive Exploratory Algorithm Learning

Faltin, Nils

doi:10.1007/3-540-45875-1_17

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…We have chosen to take the former approach, which helps to concentrate at issues pertinent to one abstraction level. We disagree with the criticism in (Faltin, 2001), which claims that structuring algorithms using this approach produces code that is longer and less efficient. The recent advances in compiler technology and the right mapping of the correctly designed pseudocode to a programming language make the code sufficiently efficient (see the illustrative example section).…”

Section: Requirementscontrasting

confidence: 64%

Explaining Algorithms

Müldner

Shakshuki

2006

International Journal of Distance Education Technologies

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This article presents a novel approach for explaining algorithms that aims to overcome various pedagogical limitations of the current visualization systems. The main idea is that at any given time, a learner is able to focus on a single problem. This problem can be explained, studied, understood, and tested, before the learner moves on to study another problem. Toward this end, a visualization system that explains algorithms at various levels of abstraction has been designed and implemented. In this system, each abstraction is focused on a single operation from the algorithm using various media, including text and an associated visualization. The explanations are designed to help the user to understand basic properties of the operation represented by this abstraction, for example its invariants. The explanation system allows the user to traverse the hierarchy graph, using either a top-down (from primitive operations to general operations) approach or a bottom-up approach. Since the system is implemented using a client-server architecture, it can be used both in the classroom setting and through distance education.

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Section: Requirementscontrasting

confidence: 64%

Explaining Algorithms

Müldner

Shakshuki

2006

International Journal of Distance Education Technologies

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“…An intermediate technique is producing automatically program visualizations that let the user exert some control over the contents of the final animation, so that they can be tailored to a specific educational goal [42]. Alternatively, learners might be given a predefined visual representation, which they manipulate so as to simulate the algorithm [15,38].…”

Section: Constructingmentioning

confidence: 99%

“…Responding results in significantly better learning outcomes than viewing [7,11,15,24 Presenting results in significantly better learning outcomes than constructing VI. Multiple Engagements:…”

Section: General Hypothesesmentioning

confidence: 99%

Exploring the role of visualization and engagement in computer science education

Naps

Rodger

Velázquez‐Iturbide

et al. 2002

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

196

102

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Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom's wellrecognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

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“…An interactive version of this visualization is available. * Table 1 presents the attributes that we extracted from each paper: (1) task; (2) need; (3) audience; (4) data source; (5) representation; (6) medium;…”

Section: Included and Excluded Studiesmentioning

confidence: 99%

“…However, visualization is not yet commonly used by developers. More than a decade ago, researchers wondered why is software visualization not widely used . They observed that one of the reasons is that efforts in software visualization are out of touch with the needs of developers .…”

Section: Introductionmentioning

confidence: 99%

Towards actionable visualization for software developers

Merino

Ghafari

Nierstrasz

2017

J Software Evolu Process

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Abundant studies have shown that visualization is advantageous for software developers, yet adopting visualization during software development is not a common practice due to the large effort involved in finding an appropriate visualization. Developers require support to facilitate that task. Among 368 papers in SOFTVIS/VISSOFT venues, we identify 86 design study papers about the application of visualization to relieve concerns in software development. We extract from these studies the task, need, audience, data source, representation, medium, and tool, and we characterize them according to the subject, process, and problem domain. On the one hand, we support software developers to put visualization in action by mapping existing visualization techniques to particular needs from different perspectives. On the other hand, we highlight the problem domains that are overlooked in the field and need more support.

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Structure and Constraints in Interactive Exploratory Algorithm Learning

Cited by 7 publications

References 7 publications

Explaining Algorithms

Explaining Algorithms

Exploring the role of visualization and engagement in computer science education

Towards actionable visualization for software developers

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