Visual representations for recursion

Tung, Sho-Huan; Chang, Ching-Tao; Wong, Wing-Kwong

doi:10.1006/ijhc.2000.0433

Cited by 10 publications

(3 citation statements)

References 15 publications

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“…Instead, we identified an interesting thread of research using visualization techniques to accompany algorithms in computer science (Lawrence, 1993;Mulholland, 1998;Stasko et al, 1993;Tung et al, 2001), which tackles a similar problem. Hundhausen et al (2002), for example, investigated how visualizations were used and in what context they were found to be useful in teaching algorithms.…”

Section: The Use Of Visual Representationsmentioning

confidence: 99%

POETIC: Interactive solutions to alleviate the reversal error in student–professor type problems

Kim

Phang

et al. 2014

International Journal of Human-Computer Studies

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The reversal error-reversing the relationship between two variables in a mathematical word problem-is a long-standing issue in mathematics education, despite its apparent simplicity. In this paper, we describe and study POETIC, an interactive web-based environment we developed to teach users to avoid the reversal error.POETIC uses two types of novel interactive visualization, called the Test-Case and Room-Metaphor approaches. To verify the effectiveness of these approaches, we conducted crowdsourcing-based comparison studies with 200 participants and found that both approaches significantly decreased the frequency of reversal errors for certain types of word problems. Our results show that interactive visualization of equations can reduce the occurrence of the reversal error.

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Section: The Use Of Visual Representationsmentioning

confidence: 99%

POETIC: Interactive solutions to alleviate the reversal error in student–professor type problems

Kim

Phang

et al. 2014

International Journal of Human-Computer Studies

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“…Visual representations particularly benefit novice programmers when learning coding, for example, the comparison experiments by Kaplan and An ( 2005 ) showed that students with visual models produced better coding and debugging abilities than factual models. A visual execution notation in coding even strengthened beginners’ competence in evaluating and solving recursive programming problems (Tung & Chang, 2001 ), which are the foundations for developing their CT skills.…”

Section: Resultsmentioning

confidence: 99%

Adopting distributed pair programming as an effective team learning activity: a systematic review

Correia

2023

J Comput High Educ

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As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today’s world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers’ satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed.

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“…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.…”

Section: Augmented Textmentioning

confidence: 99%

A Survey on Teaching and Learning Recursive Programming

Rinderknecht¹

2014

Informatics in Education

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We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative paradigms and the distinction between control flow vs. data flow. We follow the researchers in stating the problem with base cases, noting the similarity with induction in mathematics, making concrete analogies for recursion, using games, visualizations, animations, multimedia environments, intelligent tutoring systems and visual programming. We cover the usage in schools of the Logo programming language and the associated theoretical didactics, including a brief overview of the constructivist and constructionist theories of learning; we also sketch the learners' mental models which have been identified so far, and non-classical remedial strategies, such as kinesthesis and syntonicity. We append an extensive and carefully collated bibliography, which we hope will facilitate new research.

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Visual representations for recursion

Cited by 10 publications

References 15 publications

POETIC: Interactive solutions to alleviate the reversal error in student–professor type problems

POETIC: Interactive solutions to alleviate the reversal error in student–professor type problems

Adopting distributed pair programming as an effective team learning activity: a systematic review

A Survey on Teaching and Learning Recursive Programming

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