#// ****************************************************************************************** #// * * #// * Some Books * #// * * #// ****************************************************************************************** AU Horowitz, E and and Sahni, S. #YR 1978 #TI Fundamentals of Computer Algorithms #PU Pitman. #AU Brassard, G and and Bratley, P. #YR 1996 #TI Fundamentals of Algorithmics #PU Prentice-Hall, Englewood Cliffs, NJ. #AU Price, B and Baecker, R and and Small, I. #YR 1998 #TI An introduction to software visualization #IN Software Visualization #ED J. Stasko, J. Domingue, M. Brown, and B. Price Eds. #PU MIT Press, Cambridge, MA #PP 3–27. #AU Kleinberg and E. Tardos #TI Algorithm Design #PU Addison-Wesley Longman Publishing Co and Inc #YR 2005 #AU Horowitz, E. and Sahni, Sartaj and Anderson-Freed, Susan #TI Fundamentals of Data Structures in C, 2nd Edition, #PU Universities Press. #// ****************************************************************************************** #// * * #// * Curricula * #// * * #// ****************************************************************************************** #CL #TI Computing Curricula Recommendations #AU Clear, Alison and Parish, Allen #YR 2022 #PU ACM and IEEE #AD www.acm.org/education/curricula-recommendations #CL #TI Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs #AU ACM/IEEE-CS Joint Task Force on Computing Curricula #YR 2013 #PU ACM Press and IEEE Computer Society Press #AD New York, USA #CL #TI Computer Science Curriculum 2008: An interim revision of CS 2001 #AU ACM/IEEE-CS Interim Review Task Force #YR 2008 #AD ACM Press and IEEE Computer Society Press #AD New York, USA #CL #TI Computing Curricula 2001: Computer Science #AU ACM/IEEE-CS Joint Curriculum Task Force #YR 2001 #AD ACM Press and IEEE Computer Society Press #AD New York, USA #CL #TI Computing Curricula 1991 #AU ACM/IEEE-CS Joint Curriculum Task Force #YR 1991 #PU ACM Press and IEEE Computer Society Press #AD New York, USA #CL #TI Curriculum’78: Recommendations for the undergraduate program in computer science #AU Austing, R. H. and Barnes, B. H. and Bonnette, D. T. and Engel, G. L. and and Stokes, G. #YR 1979 #JR Communications of the ACM #VO 22 #NR 3 #PP 147–166. #CL #TI Curriculum 68: Recommendations for academic programs in computer science #AU Atchison, W. F. and Conte, S. D. and Hamblen, J. W. and Hull, T. E. and Keenan, T. A. and Kehl, W. B. and McCluskey, E. J. and Navarro, S. O. and Rheinboldt, W. C. and Schweppe, E. J. and Viavant, W. and Young, D. #YR 1968 #JR Communications of the ACM #VO 11 #NR 3 #PP 151-197. #// ****************************************************************************************** #// * * #// * Algorithm Visualizations * #// * * #// ****************************************************************************************** #CL #TI Packalgo\footnote{The authors of the software package are hidden, the package name is changed and the package itself is hosted at an ad-hoc web site for reviewers convenience to avoid simple identification of the authors. Since the original version is also available in the web, because it is used regularly by students of several schools, it might be potentially possible to identify the original version. The reviewers are kindly asked not to perform such a search before finishing their report.} #AU Anonymous #YR 2023 #AD http://packalgo.atwebpages.com/onefile.html #CL #TI The syllabus of the course Algorithms and Data Structures I and II\footnote{The syllabus of the undergraduate algorithm course at the university of the authors is shown for reviewers convenience; the name of the university is hidden to avoid simple identification of the authors. The reviewers are kindly asked not to try to identify the university name before finishing their report.} #AU Anonymous #YR 2023 #AD http://packalgo.atwebpages.com/syllabus.html #CL #TI A list of more that 330 references relevant to algorithm animations and algorithm visualizations, published at an anonymous web site #AU Anonymous #YR 2023 #AD http://packalgo.atwebpages.com/syllabus.html", #CL USE ANIM sort #TI AlgoRhythm - A Sorting and Path-finding visualizer tool to improve existing algorithms teaching methodologies #AU Trivedi, Arpit and Pandey, Kartikey and Gupta, Vaibhav and Jha, Mukesh Kumar #YR 2023 #CO 13th International Conference on Cloud Computing, Data Science & Engineering (Confluence), Noida, India #PP 158-169 #AB Visualization of algorithms has helped bring a breakthrough in computer science education but it is yet to make its way to schools/colleges’ lecture halls as the main educational tool. It is not a hidden fact that the process of teaching and learning algorithms is often complex and the difficulty level increases with every next algorithm in the list. An algorithm visualizer can be a useful tool to help students understand and learn such algorithms. Our work is exactly the tool that helps its users to grasp the knowledge behind these algorithms in a fun, interactive, and self-paced environment. This paper outlines the architecture of the resulting tool, AlgoRhythm. The tool currently focuses on different sorting and path-finding algorithms and visualizing them on a canvas where users can play around, interact, and modify both code and data to learn and improve their understanding of the same. Also, with the added support of an in-built IDE, our work transcends the existing algorithm teaching methodologies. It is intended to be used as a supplement tool for teaching or as a stand-alone application for algorithm visualization. A study with AlgoRhythm is described, showing that there is an advantage of using this tool over traditional methods and the interest in learning displayed by students using this tool is significantly higher. #CL ANIM lin.prog. #TI GILP: An Interactive Tool for Visualizing the Simplex Algorithm #AU Robbins, Henry W. and Gutekunst, Samuel C. and Shmoys, David B. and Williamson, David P #YR 2023 #CO SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education #PP 108-114 #AB The Simplex algorithm for solving linear programs---one of Computing in Science & Engineering's top 10 most influential algorithms of the 20th century---is an important topic in many algorithms courses. While the algorithm relies on intuitive geometric ideas, the computationally-involved mechanics of the algorithm can obfuscate a geometric understanding. In this paper, we present gilp, an easy-to-use Simplex algorithm visualization tool designed to connect the mechanical steps of the algorithm with their geometric interpretation. We provide an extensive library of example visualizations, and our tool allows instructors to quickly produce custom interactive HTML files for students to experiment with the algorithm (without requiring students to install anything!). The tool can also be used for interactive assignments in Jupyter notebooks, and has been incorporated into a forthcoming Data Science and Decision Making interactive textbook. In this paper, we first describe how the tool fits into the existing algorithm visualization literature: how it was designed to facilitate student engagement and instructor adoption, and how it substantially extends existing algorithm visualization tools for Simplex. We then describe the development and usage of the tool, and report feedback from its use in a course with roughly 100 students. Student feedback was overwhelmingly positive, with students finding the tool easy to use: it effectively helped them link the algebraic and geometrical views of the Simplex algorithm and understand its nuances. Finally, gilp is open-source, includes an extension to visualizing linear programming-based branch and bound, and is readily amenable to further extensions. #CL USE #TI Augmented reality with algorithm animation and their effect on students' emotions #AU Paredes-Velasco, Maximiliano and Velázquez-Iturbide, J. Ángel #YR 2022 #JR Multimedia Tools and Applications #VO 82 #PP 11819-11845 #AB Algorithm animations are a resource that assists in learning algorithms by visually displaying the behavior of an algorithm at a higher level of abstraction than source code. On the other hand, augmented reality is a technology that allows extending visible reality in a mobile device, which can result in greater emotional well-being for the student. However, it is not clear how to integrate algorithm animations with augmented reality. The article makes two contributions to this concern. On the one hand, we describe an architecture that allows generating interactive algorithm animations, integrating them appropriately in the context of immersive augmented reality. This way the user can watch the source code of the algorithm, augmented with textual explanations, visualizations and animations of its behavior. We illustrate the use of the architecture by instantiating it to the well-known Dijkstra’s algorithm, resulting in an augmented reality tool that generates text, 2D and 3D visualizations. On the other hand, the influence of the tool on the user’s emotions has been studied by conducting an experience with face-to-face and online students. The results show that, with the joint use of augmented reality and visualizations, the students: experienced significantly more positive than negative emotions, experienced more agitation and stimulation than inactivity or calm, enjoyed as much as they expected, and their feeling of boredom decreased during the experience. However, students felt anxiety from the beginning and it increased with the use of augmented reality. The study also found that the face-to-face or online learning model influences emotions and learning outcomes with augmented reality. #CL SYST ANIM dynamic programming #TI An Exploration of Algorithm Visualization for Educational Purposes #AU Anyiam, Nkemdi Fortune #YR 2022 #WW https://hdl.handle.net #AB Certain algorithms (such as those for dynamic programming (DP)) lack visualizations that can exhaustively explain each step while delivering intuitive animations, in part due to rigid layouts in the designs. In this paper, we show that these problems can be addressed using modern web technologies—namely HTML5/CSS3 and Javascript—by demonstrating an animation framework that lets developers create a timeline of animations that easily integrates into the flow of frontend web development. We also put forth and discuss design rationale and recommendations for algorithm visualizations in general. The framework supports typical playback features like rewinding, changing playback speed, skipping, etc., and it allows developers to specify various parameters that let them fine-tune the animation sequences. Outside of that, we are free to incorporate any UI/UX designs that would aid students’ overall comprehension, allowing a closer relationship between text explanations and graphics as well as connections between elements that would normally be isolated in panels. To test the framework, we created a visualization of a DP algorithm for memorized weighted interval scheduling (WIS). WIS is tedious to solve by hand, so instructors typically skip iterations and expect students to have internalized the in-between steps. Our approach, however, takes user input and procedurally generates the visualization, including text explanations at every single step of the way. Repetition can be crucial to understanding concepts in full, so by showing all of the parts that a professor would never have time to write down and providing an interface that supports useful playback controls, we have created a way to visualize algorithms that boosts intuitive design and supports different learning paces. #CL USE #TI Investigating the AlgoRythmics YouTube channel: the Comment Term Frequency Comparison social media analytics method #AU Osztián, Pálma Rozalia and Kátai, Zoltán and Sántha, Agnes and Osztián, Erika #YR 2022 #JR Acta Universitatis Sapientiae, Informatica #VO 14 #NR 2 #PP 273-301 #AB In this paper we investigate the comments from the AlgoRythmics YouTube channel using the Comment Term Frequency Comparison social media analytics method. Comment Term Frequency Comparison can be a useful tool to understand how a social media platform, such as a Youtube channel is being discussed by users and to identify opportunities to engage with the audience. Understanding viewer opinions and reactions to a video, identifying trends and patterns in the way people are discussing a particular topic, and measuring the effectiveness of a video in achieving its intended goals is one of the most important points of view for a channel to develop. Youtube comment analytics can be a valuable tool looking to understand how the AlgoRythmics channel videos are being received by viewers and to identify opportunities for improvement. Our study focuses on the importance of user feedback based on ten algorithm visualization videos from the AlgoRythmics channel. In order to find evidence how our channel works and new ideas to improve we used the so-called comment term frequency comparison social media analytics method to investigate the main characteristics of user feedback. We analyzed the comments using both Youtube Studio Analytics and Mozdeh Big Data Analysis tool. #CL XXX #TI Can Git Repository Visualization Support Educators in Assessing Group Projects? #AU Lungu, Mircea and Pfeiffer, Rolf-Helge and D'Ambros, Marco and Lanza, Michele and Findahl, Jesper #YR 2022 #CO 2022 Working Conference on Software Visualization (VISSOFT) #AD Limassol, Cyprus #PP 187-191 #AB In the past years numerous software visualization tools have been introduced to support the analysis of software systems and their evolution as captured in the versioning systems. Usually the target audience of such tools comprises software engineering professionals. In this paper we argue that such tools are also beneficial for educators who need to evaluate the quality of software systems developed by students. However, since the needs of educators are different than those of the software engineering professionals, we discuss several educator needs first. We report several usage examples that we believe are useful for educators when using repository visualization tools. We illustrate them with examples from several student projects from different courses in two universities. We conclude with a series of considerations that should be heeded by both educators and future tool-builders. #CL ANIM neural networks #TI exploRNN: teaching recurrent neural networks through visual exploration #AU Bäuerle, Alex and Albus, Patrick and Störk, Raphael and Seufert, Tina and Ropinski, Timo #YR 2022 #JR The Visual Computer, Springer #AB Due to the success and growing job market of deep learning (DL), students and researchers from many areas are interested in learning about DL technologies. Visualization has been used as a modern medium during this learning process. However, despite the fact that sequential data tasks, such as text and function analysis, are at the forefront of DL research, there does not yet exist an educational visualization that covers recurrent neural networks (RNNs). Additionally, the benefits and trade-offs between using visualization environments and conventional learning material for DL have not yet been evaluated. To address these gaps, we propose exploRNN , the first interactively explorable educational visualization for RNNs. exploRNN is accessible online and provides an overview of the training process of RNNs at a coarse level, as well as detailed tools for the inspection of data flow within LSTM cells. In an empirical between-subjects study with 37 participants, we investigate the learning outcomes and cognitive load of exploRNN compared to a classic text-based learning environment. While learners in the text group are ahead in superficial knowledge acquisition, exploRNN is particularly helpful for deeper understanding. Additionally, learning with exploRNN is perceived as significantly easier and causes less extraneous load. In conclusion, for difficult learning material, such as neural networks that require deep understanding, interactive visualizations such as exploRNN can be helpful. #CL SYST ANIM sorting paths #TI Mitigate Complexities in Algorithms using the Computation Virtual Instrument #AU Awasthi, Aishwary and Dogra, Richa #YR 2022 #CO 11th International Conference on System Modeling & Advancement in Research Trends (SMART) #AD Moradabad, India #PP 1073-1078 #AB In the past, pseudo code guidelines and intricate blackboard visuals were used to teach methods. This makes visualization technology a useful teaching tool for both students and teachers. In this assignment, we developed an algorithm visualizer. A sorting visualizer and a route finder are also provided. This project intends to provide a platform that could be used to understand better these ideas as well as to illustrate the uses of these various methodologies. As a foundation for learning algorithm design and analysis, Dijkstra's, A*, Deep First Search, Broadness First Search, Rapid Sort, Stack Sort, Sorting Algorithm, Bubble Sort, and other fundamental algorithms are commonly used. Google Street view and web searches are only two examples of software that uses these techniques and that we are using on a daily basis. As a consequence, we made an effort to create a tool that makes use of HTML, CSS, Express's, and other tools to graphically depict how these algorithms work. Our objective is to simplify the algorithm such that basic computer science students may comprehend it via a sequence of graphical stages. #DN #CL XXX #TI Analysis of Algorithm Visualizer to Enhance Academic Learning #AU Prabhakar, Gauri and Gaur, Sagar and Deshwal, Lokesh and Jain, Prince #YR 2022 #CO 2nd International Conference on Innovative Practices in Technology and Management (ICIPTM) #AD Gautam Buddha Nagar, India #PP 279-282 #AB Algorithms and data structures are of utmost importance in the field of computer science. Understanding the mechanics of algorithms is important if one aspires to be excellent at problem solving. The proposed website is easy to navigate and gives a little brief about the algorithm one needs to visualize. Then by simply clicking on the ‘Download Visualizer’ button, one can download the visualizer. The silver lining is that the visualizer will run on all Personal Computer (PCs) and can even be explored when offline. #CL EVAL #TI A case study of the integration of Algorithm Visualizations in Hungarian programming education #AU Bende, I. #YR 2022 #JR Teaching Mathematics and Computer Science #VO 20 #PP 51-66 #AB In this study, I will introduce how Algorithm Visualizations (AV) can help programming education or, in this case, the acquisition of basic programming theorems. I used two different methods to test this: in the first round, I examined in a larger group how much the students' ability to solve specific tasks changes after being introduced to a visualization tool, and then, what was their motivation and experience during this process. In the second round, I looked for the components that could be important when choosing a tool with the help of an in-depth interview with a smaller number of individuals. In both cases, I describe the research, experience, and results of the study, and then summarize them at the end. #CL EVAL #TI Animation as a dynamic visualization technique for improving process model comprehension #AU Aysolmaz, Banu and Reijers, Hajo A. #YR 2021 #JR Information & Management #PU Elsevier #VO 58 #NR 5 #AB Process models are widely used for various system analysis and design activities, but it is challenging for stakeholders to understand these complex artifacts. In this work, we focus on the use of dynamic visualization techniques, in particular animation, to help reduce users’ cognitive load when making sense of process models. We built on the principles of the cognitive theory of multimedia learning, cognitive load theory, and cognitive dimensions framework to develop an adaptive animation solution. Our experiments suggested that process model comprehension improves when users of process models are provided with animation features; the effect is moderated by process modeling expertise according to a U-shape. Our study contributes to the field of conceptual modeling by making a strong case for the use of animation to support complex problem-solving tasks. Moreover, our animation solution offers ample opportunities for being integrated into industrial modeling tools. #CL ??? #TI Algorithm Visualization and the Elusive Modality Effect #AU Zavgorodniaja, Albina and Tilanter, Artturi and Korhonen, Ari and Seppala, Otto and Hellas, Arto and Sorva, Juha #YR 2021 #CO In Proceedings of the 14th ACM Conference on International Computing Education Research (ICER 2021) #PP 368-378 #AB The modality effect in multimedia learning suggests that pictures are best accompanied by audio explanations rather than text, but this finding has not been replicated in computing education. We investigate which instructional modality works best as an accompaniment for algorithm visualizations. In a randomized controlled trial, learners were split into three conditions who viewed an instructional video on Dijkstra’s algorithm, with diagrams accompanied by audio, text, or both. We find neither a modality effect in favor of the audio condition nor a verbal redundancy effect in favor of using only a single modality rather than both. Taken together with earlier research, our findings suggest that the modality effect is difficult to apply reliably and computing educators should not rush to integrate audio into visualizations in expectation of the effect. We discuss theoretical viewpoints that future research should attend to; these include alternative part-explanations of the modality effect and attention-based models of working memory, among others. #CL SYST #TI Towards a JSON-based Algorithm Animation Language #AU Tilanterä, Artturi and Mariani, Giacomo and Korhonen, Ari and Seppälä, Otto #YR 2021 #CO Working Conference on Software Visualization (VISSOFT) #AD Luxembourg #PP 135-139 #AB Visual algorithm simulation (VAS) is a method used in teaching data structures and algorithms. In a VAS exercise a learner simulates the steps of an algorithm by interacting with data structure visualisations and receives feedback on the correctness of steps taken. A data format for storing VAS simulation traces would allow for later inspection of the process by instructors and researchers. In this study we describe the development of a prototype language for this purpose. The initial version was tested in a research project where the language was used for recording traces, which were later analyzed. The results were positive but also instructed some revisions in the data format and the requirements. We describe an iterative development process for extending and improving the language and the tooling. This is a work in progress: we will proceed with the data format specification, as well as further develop the technologies needed to use the data format in conjunction with VAS exercises. #CL USE #TI A game-based approach for teaching algorithms and data structures using visualizations #AU Su, Simon and Zhang, Edward and Denny, Paul and Giacaman, Nasser #YR 2021 #CO SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education #PP 1128-1134 #AB Data structures and algorithms (DSA) are fundamental concepts introduced in the early stages of any undergraduate computing degree. Many students find DSA concepts challenging to learn, partly due to their abstract nature but also due to issues of low motivation. We examine these and other common difficulties faced by educators teaching DSA, and present a novel solution which combines a game-based learning approach with the use of engaging visualizations of algorithms in 2.5D. Game-based learning and algorithm visualizations are often employed in existing educational tools, but are rarely combined. Our game, DeCode, presents DSA concepts as in-game objects and animations within a 2.5D game-based world alongside traditional game-like mechanics such as progression. Feedback from an initial pilot study (n=51) suggests that students regard DeCode as an enjoyable and effective tool for learning DSA concepts. We also find evidence that DeCode's visualizations help students find efficient solutions to problems that have received prior attention in the literature, such as shifting all of the elements in an array. #CL EVAL #TI Towards modeling student engagement with interactive computing textbooks: An empirical study #AU Smith, David H. and Hao, Qiang and Hundhausen, Christopher D. and Jagodzinski, Filip and Myers-Dean, Josh #YR 2021 #CO SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education #PP 914-920 #AB Interactive textbooks have great potential to increase student engagement with the course content which is critical to effective learning in computing education. Prior research on digital textbooks and interactive visualizations contributes to our understanding of student interactions with visualizations and modeling textbook knowledge concepts. However, research investigating student usage of interactive computing textbooks is still lacking. This study seeks to fill this gap by modeling student engagement with a Jupyter-notebook-based interactive textbook. Our findings suggest that students' active interactions with the presented interactive textbook, including changing, adding, and executing code in addition to manipulating visualizations, are significantly stronger in predicting student performance than conventional reading metrics. Our findings contribute to a deeper understanding of student interactions with interactive textbooks and provide guidance on the effective usage of said textbooks in computing education. #CL USE #TI Algorythmics: technologically and artistically enhanced computer science education #AU Kátai, Z #YR 2021 #PU Sapientia Könyvek, Scientia Kiadó #AD Kolozsvár #AB A major responsibility of educational systems in the 21st century is to prepare future generations for the challenges involved with the increasing computerization of our everyday lives and to meet the demands of one of the fastest-growing job markets: computing. The goal of our beloved AlgoRythmics project is to promote computing education for all by taking into account the key elements from the most relevant computational thinking definitions. For this purpose, we have created an engaging algorithm visualization environment that is built around a collection of interactive dynamic visualizations illustrating basic computer algorithms. Making computing education attractive for different categories of learners is a challenging initiative. A possible approach might be contextualization. The AlgoRythmics learning environment has been designed along this approach. Since music and dance are relatively close to most people, this environment visualizes searching and sorting algorithms by professional dance choreographies (folkdance, flamenco, ballet). The “dance floor” we have created is an interactive and intuitive user interface which guides learners from dance to code. From the perspective of the teaching-learning process, the most important features of the environment are its unified, artistically enhanced, human-movement-effect-enriched, multisensory, and interactive character. What is this book about? It is about the AlgoRythmics universe. Of course, we have not dreamt up a complex teaching-learning tool and the attached didactical methods overnight. The AlgoRythmics project has its own particular history. Through this book, we invite the reader to accompany us as we virtually relive the AlgoRythmics adventure. #CL EVAL #TI Developing interactive visualizations focusing on computational thinking in K-12 computer science education #AU Šiaulys, Tomas #YR 2021 #CO ITiCSE '21: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 #PP 680-681 #AB Visualization is a common feature of computer science education tools in K-12 and beyond. However, there are still many unknowns about what makes visual tools effective. The focus of this research is to explore the properties of effective interactive visualizations in non-programming tasks for teaching computational thinking in K-12. Main contribution is expected to be an evaluated model of a system for developing these interactive visualizations. #CL USE #TI Increasing engagement with interactive visualization: formal methods as serious games #AU Kamburjan, Eduard and Grätz, Lucas #YR 2021 #CO Formal Methods Teaching Workshop #ED Ferreira, J.F. and Mendes, A., Menghi, C. (eds) #VO LNTCS 13122 #PU Springer #PP 43-59 #AB We present a concept to increase the interactivity of formal methods courses. To do so, we discuss how formal methods can be seen as special serious games—a set of systems that is applied successfully in other educational contexts. To close the gap between the presented theory and its formalization or implementation, we take results from interactive visualization to develop a tool that empowers the students to deepen their knowledge about the presented theory in the same terms that are used in the lecture. The concept is not only based on experiences of the formal methods community, but also on studies and theories in the educational sciences. An implementation that is used in the exercise sessions of a course teaching proof calculi is available under https://kbar.app. #CL EVAL #TI Strategies to Effectively Integrate Visualization with Active Learning in Computer Science Class #AU Shaziya, Humera and Zaheer, Raniah #YR 2021 #CO Intelligence and Data Engineering: ICCIDE 2020 #VO Lecture Notes on Data Engineering and Communications Technologies 56 #PU Springer, Singapore #PP 69-81 #AB Educational technology has disrupted the teaching learning process. Additionally students involvement during the class work accelerates the learning rate. Hence, integrating visualizations with active learnings (VAL) can transform the education system. The three strategies discussed in this study are Predict, Calculate, and Explain. Each strategy consists of three phases. The first phase is partial explanation of the topic by instructor followed by students activity. Second phase requires students to predict the outcome, calculate the result or provide conceptual explanation for predict, calculate, and explain strategies, respectively. Third phase deals with discussions among the instructor and students over the topic. It has been observed through this study that active learning is far beneficial than traditional method of teaching and when it is integrated with appropriate visualization tool further develop the comprehension of the subject. Experimental outcome of this investigation proved that indeed VAL achieves the goal of engaging students with the use of technology. The results with VAL is 85% and without VAL is 68%. Thus, VAL strategies are more efficient than conventional classroom approach in a computer science class. #CL SYST #TI AlgoAssist: Algorithm Visualizer and Coding Platform for Remote Classroom Learning #AU Ghandge, Aniket B. and Udhane, Bhagyashree P. and Yadav, Hrithik R. and Thakare, Prateek S. and Kottawar, Vinayak G. and Deshmukh, Pramod B. #YR 2021 #CO 5th International Conference on Computer, Communication and Signal Processing (ICCCSP) #AD Chennai, India #PP 1-6 #AB With the shift of remote and digital learning, an integrated platform serving the effective learning needs of students is required. AlgoAssist is an integrated software platform that is a comprehensive solution for teachers and students to teach and learn online effectively. It mainly focuses on "algorithm visualization", which allows a better understanding of its flow and operation. It supports the integration of the lab into a single application dedicated to pre-assessment, algorithm explanation, visualization, coding, and post-assessment. Teachers can assign assignments to students that can be assessed manually or automatically. It also provides information on students’ performance, which will be calculated based on the result of various assessments, assignment submission, and module completion. AlgoAssist can support conventional learning systems in areas of computer engineering, especially in the data structures and algorithms course. #CL EVAL #TI Qualitative Evaluation of Visualizations for List-based Iteration #AU Domino, Molly Rebecca and Ellis, Margaret O'Neil and Kafura, Dennis #YR 2021 #CO 2021 ASEE Virtual Annual Conference Content Access #WW https://peer.asee.org/37624 #AB Interactive visualizations were developed to improve the learning of list-based iteration by students in an introductory Computer Science course for non-majors. An initial quantitative evaluation of the visualizations raised questions about their long-term effectiveness and ease of use. A complementary qualitative study was done to gain deeper insight into the experiences of students. The results of this study, reported here, showed that students had highly varied strategies for using the visualizations, that context was an important factor in determining the visualizations' helpfulness, and that students had an approach to understanding the visualizations that was both helpful and problematic. These findings help to inform visualization and curriculum designers about student attitudes and strategies in using course materials. #CL USE #TI Analyzing the influence of a visualization system on students' emotions: An empirical case study #AU Lacave, Carmen and Velázquez-Iturbide, J. Ángel and Paredes-Velasco, Maximiliano #YR 2020 #JR Computers & Education #VO Volume 149 #NR C01 #AB A quasi-experiment study was designed to analyze students' emotions on using algorithm visualizations. Students experienced more positive than negative emotions. Students experienced a significant decrease of negative emotions. Emotions were influenced by the evaluation of the visualization system. A replication of the evaluation with different students confirmed most results. #CL SYST #TI Possibilities of Creating Interactive 2D Animations for Education Using HTML5 Canvas JavaScript Libraries #AU Végh, Ladislav and Udvarosz, Jószef #YR 2020 #CO eLearning & Software for Education #AB Using animations and visualizations can help students to better understand different concepts in a shorter time than using textual or graphical representations of the same concepts. However, prior researches showed that not every animation and visualization is educationally effective. In the first part of this paper, we summarize, what features an animation should have to be successfully used in education. We briefly mention Mayer’s principles of multimedia learning and the importance of interactivity in educational animations. In the next part of the paper, we describe how an interactive web-based 2D animation can be created. In the past, there were various technologies to create web animations, like Microsoft Silverlight or Adobe Flash. However, after the introduction of HTML5, Silverlight and Flash were gradually replaced by JavaScript, which is nowadays the most used technology for creating web-based interactive content. Even though, that creating interactive animations using the HTML5 and JavaScript languages needs good programming knowledge, there are several external libraries available on the internet to help the developers’ work. In the main part of this article, we compare two of these libraries, the Konva and Fabric JS. These two libraries are nowadays probably the most popular libraries for creating 2D interactive web-based animations. To compare these libraries in practice, we created the same educational web-based animation, a simple river crossing puzzle, with both of these libraries. According to our research, both of these libraries can be successfully used for creating educational web-based 2D animations. In the last part of this paper, we summarize the pros and cons of the reviewed JavaScript libraries and we draw our conclusions. #CL ??? #TI Notional machines in computing education: The education of attention #AU Fincher, Sally and Jeuring, Johan and Miller, Craig S. and Donaldson, Peter and duBoulay, Benedict and Hauswirth, Mathias and Hellas, Arto and Hermans, Felienne and Lewis, Coleen and Mühling, Andreas Pearce, Janice L. and Petersen, Andrew #YR 2020 #CO In ITiCSE-WGR’20: Proceedings of the Working Group Reports In Innovation and Technology in Computer Science Education #PP 21-50 #AB This report defines notional machines (NMs), and provides a series of definitional characteristics by which they may be identified. Over several sections, it includes a first-hand report of the origin of NMs, reports a systematic literature review to track the use and development of the concept, and presents a small collection of examples collected through interviews with experienced teachers. Additionally, the report presents NMs in a common format, and makes some preliminary explorations of their use in practice, including examples of instructors using multiple NMs in sequence. Approach and method are fully detailed in evidential appendices, to support replication of results and adoption/adaptation of practice. #CL SYST #TI Runestone: A platform for free, on-line, and interactive ebooks #AU Ericson, Barbara J. and Miller, Bradley N. #YR 2020 - dl.acm.org #CO SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education #PP 1012-1018 #AB The Runestone platform is open-source, extensible, and serves free ebooks to over 25,000 learners a day from around the world. The site hosts 18 ebooks for computing courses. Some of these ebook have been translated into several languages. There are ebooks for secondary computer science (AP CSP and AP CSA), CS1, CS2, data science, and web programming courses. The platform currently supports executable and editable examples in Python, Java, C, C++, HTML, JavaScript, Processing, and SQL. Runestone provides features for instructors, learners, authors, and researchers. Instructors can create a custom course from any of the existing ebooks and their students can register for that course. Instructors can create assignments from the existing material or author new problems, grade assignments, and visualize student progress. Learners can execute and modify examples and answer practice questions with immediate feedback. Runestone includes common practice types, such as multiple-choice questions, as well as some unique types, such as adaptive Parsons problems. Authors can modify the existing ebooks or write new ebooks using restructuredText: a markup language. Researchers can create and test new interactive features, run experiments, and analyze log file data. This paper describes the architecture of the platform, highlights some of the unique features, provides an overview of how instructors use the platform, summarizes the research studies conducted on the platform, and describes plans for future development. #CL EVAL #TI Increasing the engagement level in algorithms and data structures course by driving algorithm visualizations #AU Šimoňák, Slavomír #YR 2020 #JR Informatica #VO 44 #NR 3 #AB The paper presents the results of our research in the field of applying algorithm visualizations within Data structures and algorithms subject. We accomplished several experiments relating the ability of students to solve simple problems in a pure visual way in one case and by programming the solution using a particular programming language in another one. The experiments are described and the results are analyzed within the paper. In accordance with our previous informal experiences and the results of the analysis we found there can be some part of students, which will be able to apply an algorithm to concrete problem in a visual way, but will not be able to express it clearly enough and implement it in given programming language. As an attempt to cope with the situation, we propose a new teaching approach, together with a prototype of study supporting system, based on the idea that students would participate on creating simple visualizations, not just using them. The purpose of such approach is to help students to develop both types of skills - understanding the algorithms and implementing them as well, by increasing the engagement level and supporting the active learning. #CL EVAL #TI Algorithm Visualization Environments: Degree of interactivity as an influence on student-learning #AU Osztián, Pálma Rozalia and Kátai, Zoltán and Osztián, Erika #YR 2020 #CO IEEE Frontiers in Education Conference (FIE) #AD Uppsala, Sweden #PP 1-8 #AB Nowadays, online learning environments have become very popular for teaching algorithms. To improve the learning process these environments often include various visualizations of the algorithms. Because of the abstract nature of algorithms, expressive animations which illustrate these processes have become critically important educational tools. Another important feature of online learning environments is to what extent the user should be involved in the learning process. Previous research in this field has produced mixed results. While some studies emphasize that there is a benefit to user control, others conclude that interrupting the animation process can also have negative effects. Taking into account this previous work we have used a novel online learning tool (AlgoRythmics) which includes visualizations of ten basic computer algorithms (searching and sorting strategies). In this environment three levels of interactivity have been defined: no-interactivity (passive viewing of instructional material: students are independent observers), half-interactivity (students are partially involved: at specific key moments the animation suddenly stops, and user interaction is required) and full-interactivity (full control is given to users: students are invited to orchestrate the algorithm by predicting the entire operation sequence for a given input). We focused on the AlgoRythmics illustration of the Shell sort algorithm and, more specifically, on the influence that the degree of interactivity has on students' learning. We examined 137 first year undergraduate students (14% females) who were divided in three "equivalent" subgroups based on their prior knowledge (0, 1-3 or 4 years of programming during high school studies). We chose the Shell sort algorithm since none of the participants were familiar with this sorting strategy. The three instructional conditions assigned to the three subgroups were: no-, half- and full-interactivity. Our results show that there are no significant differences between students' performance from the three specific subgroups. This finding is in line with some previous research results that emphasize that each interactivity level might have both positive and negative effects. Since students' learning styles are different, an important characteristic of online learning environments should be that they provide the possibility for everyone to choose the most appropriated interactivity level. #CL EVAL #TI A Dynamic Visualisation of the DES Algorithm and a Multi-faceted Evaluation of its Educational Value #AU Anane, Rachid and Alshammari, Mohammad #YR 2020 #CO ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education #PP 370-376 #AB There is a general consensus that visualisations can be effective in teaching, compared to traditional modes of instruction. Encryption offers an interesting case study for the application of visualisation, largely due to its complex and abstract nature. This paper is concerned with the presentation of a dynamic and interactive visualisation of the Data Encryption Standard (DES) algorithm, and the evaluation of its educational value. Its design was motivated by the desire to seamlessly bridge the gap between algorithm formulation and its visualisation, and to provide instruction in context. As DES is an archetypal cryptographic algorithm, a visualisation of its operations on confusion and diffusion is a key requirement. The educational value of the visualisation is expressed in terms of four facets: its educational effectiveness, its presentation as an interactive and dynamic graphical object, its perceived usefulness by students and its completeness as a learning resource. Educational effectiveness was assessed in terms of the pre-test and post-test scores of a treatment group and a control group of students, whereas the other three facets were evaluated through a survey taken by the treatment group. An analysis of the results of the evaluation of the visualisation confirms its educational value. #CL SYST #TI Algodynamics: Teaching algorithms using interactive transition systems #AU Choppella, Venkatesh and Kasturi, Viswanath and Kumar, Mrityunjay and Mohril, Ojas #YR 2020 #AX arXiv:2010.10015 [cs.CY] #AB The importance of algorithms and data structures in computer science curricula has been amply recognized. For many students, however, gaining a good understanding of algorithms remains a challenge. Because of the automated nature of sequential algorithms. there is an inherent tension in directly applying the `learning by doing' approach. This partly explains the limitations of efforts like algorithm animation and code tracing. Algodynamics, the approach we propose and advocate, situates algorithms within the framework of transition systems and their dynamics and offers an attractive approach for teaching algorithms. Algodynamics starts with the premise that the key ideas underlying an algorithm can be identified and packaged into interactive transition systems. The algorithm when `opened up', reveals a transition system, shorn of most control aspects, enriched instead with interaction. The design of an algorithm can be carried out by constructing a series of interactive systems, progressively trading interactivity with automation. These transition systems constitute a family of notional machines. We illustrate the algodynamics approach by considering Bubblesort. A sequence of five interactive transition systems culminate in the classic Bubblesort algorithm. The exercise of constructing the individual systems also pays off when coding Bubblesort: a highly modular implementation whose primitives are borrowed from the transition systems. The transition systems used for Bubblesort have been implemented as interactive experiments. These web based implementations are easy to build. The simplicity and flexibility afforded by the algodynamics framework makes it an attractive option to teach algorithms in an interactive way. #CL #TI Algorithm Visualization System for Teaching Spatial Data Algorithms #AU Helminen, Juha #YR 2009 #AD Helsinki University of Technology #AB TRAKLA2 is a web-based learning environment for data structures and algo-rithms. The system delivers automatically assessed algorithm simulation exercisesthat are solved using a graphical user interface.In this work, we introduce a spatial data algorithm extension to the TRAKLA2system. It is based on using several different types of visualizations on various lev-els of abstraction simultaneously. The visualizations show both how data elementsrelate to each other in terms of spatial attributes and how they are stored in datastructures.The extension has been in use on the spatial data algorithms course at HelsinkiUniversity of Technology for two years. The learning results of students using thesystem are comparable to previous results on a basic data structures and algorithmscourse using either TRAKLA2 or similar pen and paper exercises. The students’attitudes towards the system have been mostly positive. #CL SYST #TI CGVis: A Visualization-Based Learning Platform for Computational Geometry Algorithms #AU Voulodimos, Athanasios and Karagiannopoulos, Paraskevas and Drosouli, Ifigenia and Miaoulis, Georgios #YR 2020 #ED Alario-Hoyos, C., Rodríguez-Triana, M.J., Scheffel, M., Arnedillo-Sánchez, I., Dennerlein, S.M. (eds) #CO Addressing Global Challenges and Quality Education. EC-TEL 2020 #VO Lecture Notes in Computer Science(), vol 12315 #PU Springer, Cham. #PP 288-302 #AB Computational Geometry is a field of study whose full comprehension by students requires a combination of mathematical, algorithmic and application-oriented approaches. Due to the inherently visual nature of geometrical problems as well as to the complexity of related algorithms in terms of data structures and concepts employed, algorithm visualization can provide significant added value to the learning process, by helping shorten the cognitive distance gap between concept and visualization. In this paper, we describe CGVis, a visualization-based interactive educational platform for Computational Geometry algorithms. The paper explains the major design decisions adopted and describes the platform’s main features and functionality in detail. The platform has been evaluated in real-world settings by capturing postgraduate students’ response and feedback regarding usefulness, usability and user experience, as well as by measuring the platform’s educational effectiveness. #CL ANIM clustering #TI Educlust-a visualization application for teaching clustering algorithms #AU Fuchs, Johannes and Isenberg, Petra and Bezerianos, Anastasia and Miller, Mathias and Keim, Daniel #YR 2019 #ED E. Galin and M. Tarini (eds) #CO Eurographics 2019, 40th Annual Conference of the European Association for Computer Graphics #AD Genova, Italy #PP 1-8. #AB We present EduClust, a visualization application for teaching clustering algorithms. EduClust is an online application that combines visualizations, interactions, and animations to facilitate the understanding and teaching of clustering steps, parameters, and procedures. Traditional classroom settings aim for cognitive processes like remembering and understanding. We designed EduClust for expanded educational objectives like applying and evaluating. Educators can use the tool in class to show the effect of different clustering parameters on various datasets while animating through each algorithm's steps, but also use the tool to prepare traditional teaching material quickly by exporting animations and images. Students, on the other hand, benefit from the ability to compare and contrast the influence of clustering parameters on different datasets, while seeing technical details such as pseudocode and step-by-step explanations. #CL SYST #TI CHRvis: an animation extension for animating constraint handling rules #AU Sharaf, Nada #YR 2019 #AD Universit ̈at Ulm, DE #AB The work in the thesis presents an animation extension (CHRvis) to Constraint Handling Rules (CHR). Visualizations have always helped programmers understand data and debug programs. A picture is worth a thousand words. It can help identify where a problem is or show how something works. It can even illustrate a relation that was not clear otherwise. CHRvis aims at embedding animation and visualization features into CHR programs. It thus enables users, while executing programs, to have such executions animated. Due to the wide range of algorithms implemented through CHR, an algorithm-based animation was needed. Such animation should show at each step in time the changes to the data structure affected by the algorithm. The work aims at providing the operational semantics for CHRvis. The correctness of CHRvis programs is also discussed. Some applications of the new extension are also introduced. In addition, CHRvis was used to build a visual language for CHR. This eliminates the need of learning any syntax constructs before building CHR programs. CHRvis was also found to be effective in enhancing the learning gain of its users. #CL #TI The History of Computing #AU Guzdial, M. and duBoulay, Ben #YR 2019 #ED S. A. Fincher, A. V. Robins (Eds.) #CO The Cambridge Handbook of Computing Education Research. Cambridge, #PU Cambridge University Press #PP 11-39 #AB Objectives: Why are we teaching students about computing? The answer has varied over the previous five decades, from preparing future programmers, to influencing how learners view their world, to a necessary part of general education like mathematics or history. #CL ANIM quantum #TI A proposal of visualization system for understanding quantum algorithms #AU Sasakura, Mariko and Taniuchi, Shingo and Iwata, Kenichi #YR 2019 #CO 23rd International Conference in Information Visualization - Part II #AD Adelaide, SA, Australia #PP 30-33 #AB Quantum algorithms which are performed on quantum computers are hardly developed, because the principle of quantum computers are totally different from classical computers. We would like to discuss the way of visualization to assist understanding quantum algorithms. As the first step, we have developed visualization system of the Bloch sphere, which is the popular way to show the status of one quantum bit. In the system, we can see the Bloch sphere as 3DCG and interact with it. Next, we discuss the problems of visualizing multiple quantum bits and quantum algorithms. #CL SYST #TI Open interactive algorithm visualization #AU Lin, F and Dewan, A and Voytenko, V #YR 2019 #CO 2019 IEEE Canadian Conference of Electrical and Computer Engineering (CCECE) #AD Edmonton, AB, Canada #PP 1-4, #AB This paper presents a work-in-progress project for developing an open interactive algorithm visualization (AV) website. This development of project is “open”, because we are developing this website as part of our University's Open Education Resources (OER) initiative. This is “interactive”, because we aim to incorporate interactive functionalities to meet pedagogy, usability, and accessibility needs of the online leaners. In our previous research, we did a detailed survey on the teaching and learning methodologies of the algorithms and data structures and the existing AV websites. Although most AV websites are good at providing some fancy graphics and animations, they did not pay much attention on the learners' needs in pedagogy, usability, and accessibility. We identified that the learners pedagogy, usability, and accessibility needs are the three important areas that should be bringing into design considerations for an ideal AV website design. In this work-in-progress paper, we present the current state of our open interactive AV website development and the plan for the future to address learners' load management through multimedia functionalities in the AV website. Such amendment in the AV website can fulfill the pedagogy, usability, and accessibility goals for the online learners. #CL USE #TI Interactive Multimedia in Digital Courses: Design and Evaluation of Concept Maps Glossary and Narration Support #AU Elgendi, Ehsan S. #YR 2019 #AD Virginia Polytechnic Institute and State University #AB Multimedia content, e.g., sound files, interactive demos, and video files, has been widely used in digital courses to provide an easy to use format and to emphasize the ideas. In this work, we address aspects of generating multimedia contents automatically in digital courses. In particular, we focus on two types of automatically generated multimedia: interactive glossaries and sound files. Glossaries play a major role in enhancing students’ comprehension of the course core concepts. Glossary terms have complex interrelationship that cannot be fully illustrated by standard approaches, e.g., including all the terms as a linear, alphabetized list. To overcome this limitation, we introduce an interactive design for the glossary terms using concept maps. Glossary terms are visualized as nodes in graphs and their relationships are included on the edges. We implement these concept maps within the OpenDSA e-textbook system. A concept map associated with the selected term is generated on demand. We evaluate the effectiveness of our design by comparing student use of our concept-map based glossary to the traditional alphabetized list. We have designed new exercises that target the comprehension of the glossary terms to make students familiar with the concept maps. Our other work generates sound files automatically to supplement text narration in slide shows. This is made feasible by the widespread availability of text-to-speech generators in web browsers. To this end, we designed an interactive narration tool and integrated it into the OpenDSA library. In this way, all slide shows automatically have their text augmented with narration. #CL ??? #TI Understanding and designing animations in the user interfaces #AU Chalbi-Neffati, Amira #YR 2018 #AD Université de Lille #AB Despite their increasing popularity and omnipresence in modern graphical interfaces, animations are still largely under-comprehended. While prior research and practice provide useful insights about the merits and downsides of animation, it is still unclear what makes a good and effective animation that improves the usability and expressivity of graphical interfaces. The disparity of opinions about the value of animation is mainly due to the fact that most of previous studies have investigated the benefit of adding a particular animation to a particular interface, leaving a notable gap in the deep understanding of the many design aspects that influence the performance of animation. Prior research have also predominantly assessed the value of animation through a narrow empirical angle, which had left several facets of animation unveiled. This thesis contributes a first constructive step toward better understanding the vast design space of animation and mapping out the various merits of animation that can enrich user interfaces from different perspectives. We first provide a structured view of the roles and drawbacks of animation in user interfaces. We then present the theoretical fundamentals for animation in information visualization. We discuss the main challenges for designing and evaluating animation in dynamic visualizations. Through an empirical study, we investigate the meaning of the Common Fate Law, applied on animation trajectories, in dynamic visualizations. We then introduce a design space that allows a holistic characterization of staged animation and propose an authoring tool to support the prototyping and exploration of staging in visualizations. #CL EVAL #TI Using Animations for Improving Learning #AU Stoffova, Veronika and Végh, Ladislav and Siakas, Kerstin V. #YR 2018 #CO BCS Quality Specialist Group’s Annual 20th INternational Conference on Software Process Improvement - Research into Education and Training (INSPIRE) #AD London, UK #AB Simulation of systems as a research method by experimenting with a computer model of real objects, phenomena and processes is designed to gain new knowledge about them. Visual interactive simulation models can also be used in learning to gain new knowledge for the learner. If these educational computer models are implemented on the basis of exact mathematical models of the phenomena or topic that are being taught, then the simulation experiment can be planned so that the learner, based on his/her own experience of observation, can construct required knowledge. The mathematical model itself is a concentrated form of knowledge about the studied phenomenon. The animation of the modelled process itself is controlled by an algorithm. The visualisation can be realized by eliminating unnecessary and insignificant details and highlighting the features and properties of the modelled object to be observed. Interactive animation-simulation models are successfully used in learning to present knowledge that learners should learn. They support active and creative learning. They are very successfully used as a substitute for school experiments that can be dangerous, expensive, too fast or too slow or unobservable. The effectiveness of teaching with the use of animations based on simulation models is evidenced by our research results at two universities. #CL SYST #TI Client-Server System for Web-based Visualization and Animation of Learning Content #AU Lu, Zheng #YR 2018 #AD Technische Universität Darmstadt #AB E-learning is an effective means for academic and continuous education nowadays. An important feature of E-learning is using animation to demonstrate the teaching contents. With the increasing popularity of multimedia technology, instructors started to demonstrate the complicated computer algorithms and abstract data structure using multimedia animation. As a result, Algorithm Visualization (AV) is one of the most frequently used tools in E-learning. Numerous researches showed that applying animations to illustrate complex algorithms enables students to understand these algorithms better and faster. But there are also many teachers who oppose the usage of AV in the teaching process. In order to make AV help students better in understanding the topics they need to learn, certain guidelines need to be considered while designing AV animations. After reading and analysing a large number of related papers, four pedagogic theories were selected. These are Epistemic Fidelity, Cognitive Constructivism, Dual Coding and Individual Differences. It is believed that if developers observe these four learning theories when developing AV animation, the quality of AV can be effectively improved. An on-line platform named DLD-VISU for learning and teaching Digital Logic Design was developed based on these four theories. Specific implementation concepts and methods were developed in order to support these theories in DLD-VISU using advanced software engineering and programming techniques. DLD-VISU uses the MVC architectural pattern to achieve the separation of Model, Controller and View and uses the Dependency Injection (DI) method to achieve Inversion of Control (IoC). This can decouple classes and greatly reduce the difficulty of program maintenance and update. In addition, we use the Object Relational Mapping (ORM) technology to replace the traditional JDBC to access database. DLD-VISU is not only able to display animation on web pages, but also serves as an AV development platform. It provides a powerful framework and a rich library of graphical functions. This framework encapsulates many powerful functions such as IoC, ORM and Action dispatcher. Developers can use it to quickly build an AV animation based on the MVC architectural pattern. An extensive library of graphical functions can help developers to draw the front-end animations fast. In order to present the ease-of-use of DLD-VISU, we use it to develop AV animation for different algorithms of binary decision trees as an important class of machine learning classifiers. Another objective of DLD-VISU is to construct unified AV management platform. All the animations on this platform employ the same style and GUI, which can spare the time that students spend to adapt to different AV programs. Furthermore, the platform provides a great amount of management modules that make it very convenient for teachers to publish and manage their own AV programs and perform real-time observation and analysis of student's learning using AV. We conducted a series of tests on this platform, including dividing the students into two groups — one utilized the DLD-VISU platform and the other employed traditional methods, and testing both groups of students with same questions. The results show that DLD-VISU is helpful for improving students' achievements. #CL ANIM sorting USE #TI Algorithm Visualization and its Impact on Self-efficacy, Metacognition and Computational Thinking Concepts Using the Computational Pedagogy Model in STEM #AU Psycharis, Sarantos and Mastorodimos, Dimitris and Kalovrektis, Konstantinos and Papazoglou, Panagiotis and Stergioulas, Lampros and Abbasi, Munir #YR 2018 #JR International Journal of Physics and Chemistry Education #VO 10 #NR 4 #PP 71-84 #AB The objective of this article is twofold. One objective is the development of models of visualized algorithms (VAs) for three fundamental algorithms, the bubble sort algorithm, the selection sort algorithm and the insertion sort algorithm, using the Easy Java simulations software (Ejs) and the Computational Pedagogy model. The second objective is to investigate: a) VAs impact on learners’ self-efficacy as a general structure, metacognitive experience, critical thinking and motives and b) VAs impact on learners’ self-efficacy relative to Computational Thinking. An intervention in the form of a didactic model was implemented that utilized VAs and the Computational Pedagogy approach. Finally, we argument how VAs can be embedded in the Computational STEM pedagogy approach in teaching and learning sequences through applications related to authentic problems. #CL SYST #TI A domain analysis of data structure and algorithm explanations in the wild #AU Young, Jeffrey and Walkingshaw, Eric #YR 2018 #CO SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science Education #PP 870-875 #AB Explanations of data structures and algorithms are complex interactions of several notations, including natural language, mathematics, pseudocode, and diagrams. Currently, such explanations are created ad hoc using a variety of tools and the resulting artifacts are static, reducing explanatory value. We envision a domain-specific language for developing rich, interactive explanations of data structures and algorithms. In this paper, we analyze this domain to sketch requirements for our language. We perform a grounded theory analysis to generate a qualitative coding system for explanation artifacts collected online. This coding system implies a common structure among explanations of algorithms and data structures. We believe this structure can be reused as the semantic basis of a domain-specific language for creating interactive explanation artifacts. This work is part of our effort to develop the paradigm of explanation-oriented programming, which shifts the focus of programming from computing results to producing rich explanations of how those results were computed. #CL SYST #TI Towards developing an effective algorithm visualization tool for online learning #AU Romanowska, Katarzyna and Singh, Gurpreet and Dewan, M. Ali Akber and Lin, Fuhua #YR 2018 #CO 2018 IEEE SmartWorld, Ubiquitous Intelligence & Computing, Advanced & Trusted Computing, Scalable Computing & Communications, Cloud & Big Data Computing, Internet of People and Smart City Innovation #AD Guangzhou, China #PP 2011-2016 #AB Although many Algorithm Visualization (AV) tools are available online, most of them are not effective in helping students to learn algorithm and data structures. The reasons for this may be the poor design consideration of the tools to fulfill the learners' needs in terms of pedagogy, usability, and accessibility. This paper reports a work-in-progress research project at Athabasca University on developing an effective algorithm visualization tool for online learning. We analyze the pedagogy, usability, and accessibility goals and their respective features for the online learners and examines how the visualization and user interaction principals can help to achieve these goals in the design process of an effective AV tool. We present a review of the related literature to highlight current and past researches and illustrate the need for better user experience design in AV tools. We then identify the online learners' needs and the context of their activities to design a usable, useful, effective, and pleasurable interactive AV tool. Such a tool can fulfill the pedagogy, usability, and accessibility goals for the online learners. #CL USE #TI Towards a dynamic visualization of online collaborative learning #AU Koné, Malik and May, Madeth and Iksal, Sébastien #YR 2018 #CO 10th International Conference on Computer Supported Education #AD Funchal, Portugal #PP 205-212 #AB Socio-constructivism and connectivism theories pinpoint the importance of collaboration for learning. Nevertheless , the online social interactions underlying the collaboration processes are still not well understood. As a result, learning designers have difficulties creating effective collaborative activities in Massive Open On-line Courses (MOOCs). As for online learners, they are often isolated and require a lot of self-regulation to succeed. The research effort presented in this paper covers a review of visualization techniques supporting the online collaborative learning process. Our findings show that some visualizations have the potential to develop the learners' reflexivity. Therefore, we give an overview of collaboration importance and how it could be enhanced with such visualizations. Our goal is to identify a new approach to visualize learners' activities in MOOCs, while supporting collaboration and self-regulation. #CL SYST #TI Algorithm visualization design guidelines for mobile leaning #AU Supli, Ahmad Affandi and Shiratuddin, Norshuhada #YR 2018 #JR International Journal of Pure and Applied Mathematics #VO 118 #NR 24 #PP 1-16 #AB This study is about the algorithm visualization design guidelines for mobile platform, to teach students data structures and algorithm (DSA) subject effectively. The previous analytical review report that AV design guidelines on mobile platform are still lacking. Generally, the previous AV guidelines are prepared for website and desktop platform. In reality, many evidences displayed that mobile learning could improve engagement in learning environments, and consequently effect student’s acquisition. Researchers highlighted that UI design and Interactivity are significant elements in designing AV system effectively. Nonetheless, these two facets in previous AV design guidelines are separated and not elaborated comprehensively. The UI design in our guidelines is about the recommendation of user interface arrangement, such as AV features (visualization, pseudo-code, buttons, text, etc.) in mobile screen device, while interactivity discusses the features that can engage students in learning-by-doing paradigm. Consequently, this study primarily proposes the design guidelines of AV mobile learning that integrates those two aspects. The guidelines are established through systematic activities: analytical review from various related fields. The guidelines are useful for AV designers in constructing AV mobile learning. #CL ANIM sorting #TI Algorithm animations for teaching and learning the main ideas of basic sortings #AU Végh, Ladislav and Stoffová, Veronika #YR 2017 #JR Informatics in Education #VO 16 #NR 1 #PP 121-140 #AB Algorithms are hard to understand for novice computer science students because they dynamically modify values of elements of abstract data structures. Animations can help to understand algorithms, since they connect abstract concepts to real life objects and situations. In the past 30-35 years, there have been conducted many experiments in the field of usage of animations and visualizations in education, but they showed mixed results. In this paper, we review past research within the field and summarize recommendations regarding the graphic design and interactivity of the animations. In the second part of the paper, we present our interactive card sorting animations with conceptual views. The goal of these animations is to help students understand the main ideas and differences between basic sorting algorithms. In a pedagogical experiment related to these animations, 92 first-year computer science students of J. Selye University in Komarno (Slovakia) were asked to fill in a pre-test, experiment with the interactive animations, and fill in a post-test. The results showed that animations helped students to understand essential aspects of sorting algorithms. However, the participants were not able to understand the sorting algorithms in detail, so other types of animations are needed to teach algorithms in-depth. #CL ANIM sorting #TI Using interactive card animations for understanding of the essential aspects of non-recursive sorting algorithms #AU Végh, Ladislav and Takáč, Ondrej #YR 2017 - Springer #CO Proceedings of the 2015 Federated Conference on Software Development and Object Technologies #PU Springer International Publishing #AB Animations can help students to comprehend computer science algorithms. Previous experiments, mentioned in this paper, show that interactivity is very important in educational animations. In this contribution we also describe three categories of algorithm animations with different views, and we introduce our interactive card animations that belong to the first group (animations with conceptual views). These card animations of sorting algorithms were used in our experiment, where first-year computer science students were asked to fill out a pre-test, use the animations, and fill out a post-test. In the third part of the paper we discuss the obtained results, which proved that the interactive card animations can help students to understand the essential aspects of different sorting algorithms. Finally, we draw conclusions and introduce our future plans. #CL THEORY #TI Visualization as Effective Instructional and Learning Tools in the Computer Science Curriculum #AU Quweider, Mahmoud K. and Khan, Fitratullah #YR 2017 #CO 2017 ASEE Annual Conference & Exposition #AB Visualization (the use of images, diagrams, presentations, animations, gaming, and video) represents a potentially effective aid in teaching and learning, especially in the STEM (Science, Technology, Engineering, and Mathematics) fields where abstract complex ideas and concepts are abound. Educators, especially in academia, are always searching for effective pedagogical methodologies to use in the classroom to enhance students’ understanding and retention of key concepts of the subject area they are teaching. With the rapid advancements in software, hardware, networking, computing and storage technologies, including laptops, tablets, smartphones, cloud and distributed computing, the use of multimedia as an effective tool and aid in the classroom has become a standard procedure, rendering obsolete the traditional pure “chalk and talk." The next natural step to take is to enhance the presented course content through effective multimedia techniques. Of those techniques, visualization and animation have the most potential to revolutionize the way students learn and understand complex concepts that usually arise in the STEM fields, as they inherently appeal to our highly developed and specialized visual system that effortlessly identifies patterns, trends, and outliers. Our paper presents a set of student-developed visualizations in strategically selected CS courses that enabled them to learn STEM related concepts in general (such as limits, differentiation, integration, and projectiles to name a few), and CS concepts/algorithms in particular. In creating these visualizations, the professors and the graduate assistants focused on incorporating into them a set of overarching themes that are effective and can be expanded to other fields. The themes were inspired by findings from a leading NSF Cutting Edge grant on teaching with visualization in a closely related field, although not one in STEM. The visualizations created were clear and simple; they are built on top of proven educational activities that were used in the past; the students’ feedback was a central component as the visualizations were built step by step; the visualizations defined the pre-conditions before which a student can watch or run them, so that context is well- defined and not lost; and finally, the visualizations were organized to reflect the mental organization that the student is creating. The paper gives details about the visualization algorithms, the criteria for their selection and inclusion in the curriculum, the students’ immediate feedback, and survey results, taken by the students, that contrast the traditional ways of teaching CS and STEM concepts vs. the additional use of the developed visualizations. Our survey results shed light on whether visualizations make good tools for teaching, and if they have an effect on the rate (how quickly) of learning. Conclusions and recommendations are also presented. #CL SYST #TI Visualization of Constraint Handling Rules: Semantics and Applications #AU Sharaf, Nada and Abdennadher, Slim and Frühwirth, Tom #YR 2017 #AX arXiv:1706.01755 #AB The work in the paper presents an animation extension ($CHR^{vis}$) to Constraint Handling Rules (CHR). Visualizations have always helped programmers understand data and debug programs. A picture is worth a thousand words. It can help identify where a problem is or show how something works. It can even illustrate a relation that was not clear otherwise. $CHR^{vis}$ aims at embedding animation and visualization features into CHR programs. It thus enables users, while executing programs, to have such executions animated. The paper aims at providing the operational semantics for $CHR^{vis}$. The correctness of $CHR^{vis}$ programs is also discussed. Some applications of the new extension are also introduced. #CL THEORY #TI IDE-based learning analytics for computing education: a process model, critical review, and research agenda #AU Hundhausen, Christopher D. and Olivares, Daniel M. and Carter, Adam Scott #YR 2017 #JR ACM Transactions on Computing Education #VO 17,3 #NR 11 #PP 1-26 #AB In recent years, learning process data have become increasingly easy to collect through computer-based learning environments. This has led to increased interest in the field of learning analytics, which is concerned with leveraging learning process data in order to better understand, and ultimately to improve, teaching and learning. In computing education, the logical place to collect learning process data is through integrated development environments (IDEs), where computing students typically spend large amounts of time working on programming assignments. While the primary purpose of IDEs is to support computer programming, they might also be used as a mechanism for delivering learning interventions designed to enhance student learning. The possibility of using IDEs both to collect learning process data, and to strategically intervene in the learning process, suggests an exciting design space for computing education research: that of IDE-based learning analytics. In order to facilitate the systematic exploration of this design space, we present an IDE-based data analytics process model with four primary activities: (1) Collect data, (2) Analyze data, (3) Design intervention, and (4) Deliver intervention. For each activity, we identify key design dimensions and review relevant computing education literature. To provide guidance on designing effective interventions, we describe four relevant learning theories, and consider their implications for design. Based on our review, we present a call-to-action for future research into IDE-based learning analytics. #CL THEORY #TI The explanatory visualization framework: An active learning framework for teaching creative computing using explanatory visualizations #AU Roberts, Jonathan C. and Ritsos, Panagiotis D. and Jackson, James R. and Headleand, Christopher #YR 2017 #JR IEEE Transactions on Visualization and Computer Graphics #VO 24 #NR 1 #PP 791-801 #AB Visualizations are nowadays appearing in popular media and are used everyday in the workplace. This democratisation of visualization challenges educators to develop effective learning strategies, in order to train the next generation of creative visualization specialists. There is high demand for skilled individuals who can analyse a problem, consider alternative designs, develop new visualizations, and be creative and innovative. Our three-stage framework, leads the learner through a series of tasks, each designed to develop different skills necessary for coming up with creative, innovative, effective, and purposeful visualizations. For that, we get the learners to create an explanatory visualization of an algorithm of their choice. By making an algorithm choice, and by following an active-learning and project-based strategy, the learners take ownership of a particular visualization challenge. They become enthusiastic to develop good results and learn different creative skills on their learning journey. #CL ??? #TI An educational system for learning search algorithms and automatically assessing student performance #AU Grivokostopoulou, Foteini and Perikos, Isidoros and Hatzilygeroudis, Ioannis #YR 2017 #JR International Journal of Artificial Intelligence in Education #VO 27 #PP 207-240 #AB In this paper, first we present an educational system that assists students in learning and tutors in teaching search algorithms, an artificial intelligence topic. Learning is achieved through a wide range of learning activities. Algorithm visualizations demonstrate the operational functionality of algorithms according to the principles of active learning. So, a visualization process can stop and request from a student to specify the next step or explain the way that a decision was made by the algorithm. Similarly, interactive exercises assist students in learning to apply algorithms in a step-by-step interactive way. Students can apply an algorithm to an example case, specifying the algorithm’s steps interactively, with the system’s guidance and help, when necessary. Next, we present assessment approaches integrated in the system that aim to assist tutors in assessing the performance of students, reduce their marking task workload and provide immediate and meaningful feedback to students. Automatic assessment is achieved in four stages, which constitute a general assessment framework. First, the system calculates the similarity between the student’s and the correct answer using the edit distance metric. In the next stage, it identifies the type of the answer, based on an introduced answer categorization scheme related to completeness and accuracy of an answer, taking into account student carelessness too. Afterwards, the types of errors are identified, based on an introduced error categorization scheme. Finally, answer is automatically marked via an automated marker, based on its type, the edit distance and the type of errors made. To assess the learning effectiveness of the system an extended evaluation study was conducted in real class conditions. The experiment showed very encouraging results. Furthermore, to evaluate the performance of the assessment system, we compared the assessment mechanism against expert (human) tutors. A total of 400 students’ answers were assessed by three tutors and the results showed a very good agreement between the automatic assessment system and the tutors. #CL EVAL #TI Evaluating the effectiveness of algorithm analysis visualizations #AU Farghally, Mohammed F. and Koh, Kyu Han and Shahin, Hossameldin and Shaffer, Clifford A. #YR 2017 #CO SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education #PP 201-206 #AB Algorithm Visualizations (AVs) have been used for years as an interactive method to convey data structures and algorithms concepts. However, AVs have traditionally focused on illustrating the mechanics of how an algorithm works. We have developed visualizations that we name Algorithm Analysis Visualizations (AAVs), that focus on conveying algorithm analysis concepts. We present our findings from an initial evaluation study of the effectiveness of AAVs when applied to a semester long Data Structures course. AAVs were evaluated in terms of student engagement, student satisfaction, and student performance. Results indicate that the intervention group students spent significantly more time with the AAVs than did the control group students who used primarily textual content. Students gave positive feedback regarding the usefulness of the AAVs in illustrating algorithm analysis concepts. Students from the intervention group had better performance on the algorithm analysis part of the final exam than did control group students. #CL USE #TI The Impact of Online Algorithm Visualization on ICT Students' Achievements in Introduction to Programming Course #AU Saltan, Fatih #JR Journal of Education and Learning #VO 6 #NR 1 #PP 184 #YR 2017 - ERIC #AB Online Algorithm Visualization (OAV) is one of the recent developments in the instructional technology field that aims to help students handle difficulties faced when they begin to learn programming. This study aims to investigate the effect of online algorithm visualization on students’ achievement in the introduction to programming course. To achieve this goal, quantitative and qualitative investigations were conducted in a mixed method design. Participants of the study consisted of 40 ICT students who were taking the introduction to programming course for the first time in fall semester. Students were randomly assigned to treatment (n = 20) and control (n = 20) groups. During the first 4 weeks, the treatment group students participated in OAV. Concurrently, students in the control group were taught the semantics of programming and algorithm through traditional approaches. An achievement test consisting of six questions was used to measure ICT students’ performance in computer programming at the end of the introduction to programming course. An open-ended survey and semi-structured interviews were also used to gain qualitative insight. The quantitative data were analyzed using t-test and ANOVA statistical analysis. The qualitative data were analyzed using content analysis techniques. Results showed that the experimental group, for which OAV treatment was implemented, had a higher mean score than the control group, for which traditional methods were implemented. There was a significant mean difference between the experimental group (M = 51.85, SD = 20.34) and the control group (M = 38.75, SD = 12.86). In qualitative analysis, five themes emerged. Students highlighted that OAV contributed to their algorithmic thinking (28%) and progressive thinking abilities (7%), and allowed for explorative learning (7%). Although their reasons varied, most of the students perceived OAV as an engaging instructional tool for learning computer programming #CL ANIM dynamic prog #TI Using the SRec visualization system to construct dynamic programming algorithms #AU Velázquez-Iturbide, J. Ángel and Carrasco, Antonio Pérez #YR 2017 #JR International Journal of Engineering Education #VO 33 #NR 2 #PP 908-917 #AB Dynamic programming is a demanding algorithm design technique. In this article, we introduce an extension of the recursion visualization system SRec, intended to support dynamic programming. The contributions of the chapter are threefold. Firstly, we present SRec support to several phases of the systematic development of dynamic programming algorithms: generation ofrecursion trees, checking recursion redundancyina recursion tree, generation of the dependency graph associated to a recursion tree, and matching the graph to a table. These facilities require high degree of interactivity to be effective. The article illustrates these facilities with the construction of a dynamic programming algorithm for the 0/1 knapsack problem. Secondly, we address several pragmatic issues: usage in educational scenarios, our experience with dynamic programming algorithms, and limitations. Thirdly, the article reports on the results of an evaluation of the system usability. The results were very positive, providing evidence on the adequateness of extensions. Furthermore, they allowed identifying minor opportunities for improvements. #CL SYST #TI Designing algorithm visualization on mobile platform: The proposed guidelines #AU Supli, Ahmad and Shiratuddin, Norshuhada #YR 2017 #CO 3RD ELECTRONIC and GREEN MATERIALS INTERNATIONAL CONFERENCE #AB This paper entails an ongoing study about the design guidelines of algorithm visualization (AV) on mobile platform, helping students learning data structures and algorithm (DSA) subject effectively. Our previous review indicated that design guidelines of AV on mobile platform are still few. Mostly, previous guidelines of AV are developed for AV on desktop and website platform. In fact, mobile learning has been proved to enhance engagement in learning circumstances, and thus effect student’s performance. In addition, the researchers highly recommend including UI design and Interactivity in designing effective AV system. However, the discussions of these two aspects in previous AV design guidelines are not comprehensive. The UI design in this paper describes the arrangement of AV features in mobile environment, whereas interactivity is about the active learning strategy features based on learning experiences (how to engage learners). Thus, this study main objective is to propose design guidelines of AV on mobile platform (AVOMP) that entails comprehensively UI design and interactivity aspects. These guidelines are developed through content analysis and comparative analysis from various related studies. These guidelines are useful for AV designers to help them constructing AVOMP for various topics on DSA. #CL SYST ANIM trees graphs #TI Chr-graph: A platform for animating tree and graph algorithms #AU Sharaf, Nada and Abdennadher, Slim and Frühwirth, Thom #YR 2017 #CO 21st International Conference Information Visualisation (IV) #AD London, UK #PP 450-453 #AB Trees and graphs are two data structures that are commonly used in representing different kinds of data. They also have many associated algorithms taught in different courses. It is thus beneficial to have a tool that could be used by students, teachers and programmers to visually trace how their algorithms work. The work in this paper presents, CHR-Graph, an easy-to-use platform for animating trees and graphs and their correlated algorithms using Constraint Handling Rules (CHR). #CL #TI Marble MLFQ: An educational visualization tool for the multilevel feedback queue algorithm #AU Killen, Spencer and Giese, Evan and Huynh, Huy and Indratmo #YR 2017 #CO 8th IEEE Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON) #AD Vancouver, BC, Canada #PP 663-669 #AB Understanding the behaviour of algorithms is a key element of computer science. However, this learning objective is not always easy to achieve, as the behaviour of some algorithms is complicated or not readily observable, or affected by the values of their input parameters. To assist students in learning the multilevel feedback queue scheduling algorithm (MLFQ), we designed and developed an interactive visualization tool, Marble MLFQ, that illustrates how the algorithm works under various conditions. The tool is intended to supplement course material and instructions in an undergraduate operating systems course. The main features of Marble MLFQ are threefold: (1) It animates the steps of the scheduling algorithm graphically to allow users to observe its behaviour; (2) It provides a series of lessons to help users understand various aspects of the algorithm; and (3) It enables users to customize input values to the algorithm to support exploratory learning. #CL ANIM parallel #TI Visualization on Parallel Scheduling #AU Ngo, Loc #YR 2017 #AD California State Polytechnic University, Pomona #AB The analysis and study of algorithms is a discipline of computer science, and is often practiced abstractly without the use of a specific programming language or implementation. However, certain algorithms and data structures are not always obvious students to seize, and the teachers do not have tools to allow them to illustrate their remarks. Knuth advises the reader that “The best way to learn an algorithm is to try it... immediately take pen and paper and work through an example”. [1] One of the best ways to understand complex data structures or algorithm is to see them in action. In a systematic meta-study of 24 experimental studies, Algorithm Visualization (AV) technology is shown educationally effective. In this paper, we maximize the effectiveness of using AV on different parallel Scheduling Algorithms by making a mobile game “WoodCutter” to challenge player with multiple difficult levels. Two modes of parallel scheduling are available in the mobile games are Preemptive Scheduling and Nonpreemptive Scheduling. User can enter the game in either mode. For any of mode, they are required to place the input logs below the limit line. Especially, in Nonpreemptive Scheduling mode, the game also checks the Flow Time score from user’s placement to allow them pass the level or not. Most of all, the “WoodCutter” are developed in spirit of enhancing user experience such as minimalism, cleanliness, attractiveness, touch-friendly drag and drop, and multiple challenging levels. #CL SYST #TI Javascript Library for Developing Interactive Micro-Level Animations for Teaching and Learning Algorithms on One-Dimensional Arrays #AU Végh, Ladislav #YR 2016 #JR Acta Didactica Napocensia #AD Cluj-Napoca #VO 9 #NR 2 #PP 23-31. #AB The first data structure that first-year undergraduate students learn during the programming and algorithms courses is the one-dimensional array. For novice programmers, it might be hard to understand different algorithms on arrays (e.g. searching, mirroring, sorting algorithms), because the algorithms dynamically change the values of elements. In these situations, visualizations and animations might be helpful didactic tools. In this paper, we briefly overview animations with different views and introduce our Javascript library for developing interactive micro-level animations. Using this library, different sorting algorithm animations were created, which were used in a pedagogical experiment. The results showed that our interactive animations helped students to understand the visualized sorting algorithms. #CL ANIM sorting #TI Learning sorting algorithms through visualization construction #AU Cetin, Ibrahim and Andrews-Larson, Christine #YR 2016 #JR Computer Science Education #VO 26 #NR 1 #PP 27-43 #AB Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. #CL EVAL #TI Algorithm visualizations as a way of increasing the quality in computer science education #AU Simoňák, Slavomír #YR 2016 #CO IEEE 14th International Symposium on Applied Machine Intelligence and Informatics (SAMI) #AD Herlany, Slovakia #PP 153-157 #AB Within the paper we present the results of our recent experiments related to effectiveness of algorithm visualizations compared to standard ways of teaching algorithms and data structures. Two original software tools used in experiments and the method of assessing of their effectiveness are described. Conclusions are given, together with further possible directions of investigation within the area. #CL USE #TI Extending the effectiveness of algorithm visualization with performance comparison through evaluation-integrated development #AU Jonathan, Felix Christian and Karnalim, Oscar and Ayub, Mewati #YR 2016 #CO Seminar Nasional Aplikasi Teknologi Informasi #AD Yogyakarta, Indonesia #AB Since several undergraduate CS students cannot understand Algorithm topic clearly due to algorithm complexity and limited class duration, several Algorithm Visualization (AV) for teaching algorithms have been developed. However, since most AV only focus on visualizing algorithm steps without mentioning why that algorithm should be chosen based on given problem, students cannot improve their understanding further than Application level (based on Bloom taxonomy). In this paper, we extend the capabilities of AV by utilizing case-based performance comparison. Case-based performance comparison aim to let students differentiate several algorithm and improve their understanding further. Additionally, we utilize evaluation-integrated development since the main goal of an AV is not only technical functionality but also its usability. For our implementation, we implement these aspects to algorithm for solving classic problems such as 0/1 knapsack and Minimum Spanning Tree (MST) problem. #CL ANIM sorting USE #TI An interactive animation for learning sorting algorithms: How students reduced the number of comparisons in a sorting algorithm by playing a didactic game #AU Végh, Ladislav and Stoffová, Veronika #YR 2016 #CO Teaching Mathematics and Computer Science #AD Debrecen, HU #VO 14 #PP 45-62 #AB Learning programming and understanding algorithms is one of the hardest tasks for novice computer science students. One of the basic algorithms they learn during the introductory programming and algorithms courses are the sorting algorithms. Students like learning these and other algorithms by animations and didactic games, however, these animations are not educationally useful in every case. In this article, we present our educational sorting game, which can be used to introduce the topic of sorting algorithms. The didactic game can be used later too, as a demonstrative tool for explaining the more efficient, quicksort algorithm. We conducted a pedagogical experiment, in which we examined the process of development of sorting algorithms by students while they used the mentioned didactic game. The results showed that students were able to create an algorithm to solve the sorting problem, and they improved its effectiveness by reducing the number of comparisons in the algorithm. They were also able to understand the importance of the efficiency of algorithms when we demonstrated them the quicksort algorithm using the same tool after the experiment. #CL ANIM sorting USE #TI Using interactive game-based animations for teaching and learning sorting algorithms #AU Végh, Ladislav #YR 2016 #CO eLearning and Software for Education: eLearning Vision 2020! #AD Bucharest, Romania #AB Understanding algorithms are one of the hardest tasks for novice computer science students. One of the reasons why algorithms are difficult to understand is because they use abstract concepts. Algorithm animations, especially animations with the conceptual view, can make a bridge between these abstract concepts and real world examples. We collected and developed interactive animations to help students understand some of the sorting algorithms. In this contribution, we focus on two of our interactive animations: the collection of card sorting animations, and the box sorting game. These kinds of interactive animations with the conceptual view can help students to understand the main features of different sorting algorithms, but they are not going into details. The collection of card sorting animations contains five animations of sorting algorithms: simple exchange sort, bubblesort, insertion sort, minsort, and maxsort. The learners' task is to sort the playing cards in ascending order. In the animation, only those steps are allowed, which are consistent with the steps of the given sorting algorithm. In this way, students recognize the main ideas of the algorithms while they learn the rules of the card sorting games. During the second semester of the academic year 2014/15 we conducted a pedagogical experiment, where first-year students were asked to fill out a pre-test, experiment with the card-sorting animations, and fill out a post-test. The results showed that students were able to recognize the main ideas of sorting algorithms, but they did not understand the algorithms in details. The second, interactive box sorting animation is a simple game, where students' task is to sort three, five, or seven boxes in ascending order. The boxes are identical, and only a two-pan balance scale is available to find the lighter/heavier box of two selected boxes. During the second semester of the academic year 2014/15, first-year students were asked to play with the animations and fill out a questionnaire. Their goal was to sort the boxes without unnecessary weighing. Some of the students were not able to minimize the number of weighing when they used bubblesort. Other students were able to minimize the number of weighing when they grouped the boxes and simultaneously used an algorithm similar to bubblesort, or when they used quicksort algorithm. #CL EVAL #TI Critical analysis on algorithm visualization study #AU Supli, Ahmad Affandi and Shiratuddin, Norshuhada and Zaibon, Syamsul Bahrin #YR 2016 #JR International Journal of Computer Applications #VO 150 #NR 11 #PP 18-22 #AB This paper reports on an ongoing study, which intends to propose a principle of interactive algorithm visualization on hybrid mobile application (INAVOHMA) that is created in order to help IT students learn data structure and algorithm (DSA) subject. Totally, 8 existing AV guidelines and models were reviewed comprehensively with the main purposes (1) to determine the research gaps in proposing principles of INAVOHMA and (ii) to identify their common components. Through a systematic and critical analysis, this study discovers there is still lack of inclusive principles or guidelines of AV that focused on mobile platform, mostly for desktop or website platform. Only, two guidelines draw attention to mobile platform, yet the focus of them just for sorting algorithm only. It is noted that this is the research gap that should be the focal point for further study. #CL SYST #TI A rule-based approach for animating java algorithms #AU Sharaf, Nada and Abdennadher, Slim and Frühwirth, Thom #YR 2016 #CO 20th International Conference Information Visualisation (IV) #AD Lisbon, Portugal #PP 141-145 #AB Over the past years, visualization of programs has been widely applied. Algorithm animation was proven to aid in teaching and learning. It provides a convenient medium for beginners to a programming language by giving them the ability to visually discover how their programs are running. It also provides experts of a language with a means to have a visual trace utility. Lately, a new approach for adding visualization features into Constraint Handling Rules (CHR) programs was proposed. The new methodology was a dynamic one able to animate different types of algorithms. The work in this paper aims at introducing a revised extension that is able to embed visualization features into Java programs. With the new extension, Java algorithms could be animated without the need of doing any modifications to the code. In addition, the provided technique is still a general one able to animate different kinds of algorithms. #CL EVAL #TI The effectiveness of visualization for learning expression evaluation: A reproducibility study #AU Kumar, Amruth #YR 2016 #CO ITiCSE '16: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education #PP 192-197 #AB A study was conducted to reproduce the results of an earlier study on the effectiveness of visualization for learning expression evaluation in a problem-solving software tutor on arithmetic expressions. In the current reproducibility study, data was collected from a software tutor on assignment expressions over six semesters. ANOVA analysis of the amount and speed of learning was conducted with treatment, sex and racial groups as fixed factors. Results include that visualization helped the students learn significantly more concepts, whether the students needed to use the tutor or benefited from using the tutor. However, it only benefited the less-prepared students. It did not help the students learn faster. It benefited both the sexes and traditionally represented as well as underrepresented groups. The current study confirmed almost all the results from the previous study, albeit for a harder topic. One reason why visualization was found to be effective in both these studies may be that the same visualization scheme was used by the students to both view feedback and construct their answers. #CL ???<<< #TI A Multiple Executions Technique of Visualization #AU Velázquez-Iturbide, J. Ángel and Hernán-Losada, Isidoro and Pérez-Carrasco, Antonio #YR 2016 - dl.acm.org #AB ??? Algorithm visualizations can be structured or presented in different ways: animation, multiple algorithms, etc. In this paper, we present a presentation format that has hardly been ??? #CL USE EVAL #TI An investigation of human-computer interaction approaches beneficial to weak learners in complex animation learning #AU Yeh, YF #YR 2016 #CO ITiCSE '16: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education #PP 59-64 #AB ??? Algorithm visualizations can be structured or presented in different ways: animation, multiple algorithms, etc. In this paper, we present a presentation format that has hardly been explored, namely to display simultaneously visualizations of a given algorithm for several test cases. By similarity with other presentation formats, we call it the "multiple executions" technique. We illustrate this presentation format with a history-preserving graphical representation, namely recursion trees. Multiple executions composed of recursion trees provide at a glance a view of the behavior of an algorithm in different situations. We illustrate their application to a number of issues in algorithm courses. We also report on two evaluations conducted on the effects of structured multiple executions on students' comprehension of complex recursive algorithms. The results show some statistically significant differences on students' skills for some design tasks. #CL ANIM search #TI An Educational Game for Teaching Search Algorithms #AU Grivokostopoulou, Foteini and Perikos, Isidoros and Hatzilygeroudis, Ioanis #YR 2016 #CO 8th International Conference on Computer Supported Education #AB Search algorithms constitute an important topic in the Artificial Intelligence curriculum and are acknowledged by most tutors to be a hard and complex domain for teachers to teach and students to deeply understand. In this paper, we present an educational computer game, designed to teach search algorithms, based on the popular Pacman game. The purpose of the educational Pacman game is to assist students to understand the artificial intelligence topic of search algorithms in an entertaining, interactive and motivating way. During their experience with the game, students can examine the behaviour of various search algorithms and a graphical annotated depiction of them through suitable visualizations. Visualizations can demonstrate the operational functionality of algorithms and are designed in line with the principles of student’s active learning. Various learning activities were designed and request students to apply specific search algorithms in various example cases with or without the assistance and feedback of the game. An evaluation study was conducted in real classroom conditions and revealed quite satisfactory results. The results indicate that the educational Pacman game is an effective way to enhance students’ engagement and help them to deeper understand the AI search algorithms. #CL EVAL #TI From theory to usage: Requirements for successful visualizations in applications #AU Gillmann, Christine and Leitte, Heike and Wischgoll, Thomas and Hagen, Hans #YR 2016 #CO Creation, Curation, Critique and Conditioning of Principles and Guidelines in Visualization (C4PGV) #AB Visualizations are a powerful tool to solve various tasks in different applications. Although a huge variety of visualization techniques are constantly published, only a few of them end up being used in real world day-today operations. To identify the reasons for this observation, this work aims at summarizing the criteria, that promote a real world application of a visualization tool. #CL ANIM dynamic prog #TI Systematic development of dynamic programming algorithms assisted by interactive visualization #AU Velázquez-Iturbide, J. Ángel and Pérez-Carrasco, Antonio #YR 2016 #CO ITiCSE '16: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education #PP 71-76 #AB Dynamic programming is an algorithm design technique that is very difficult to learn. In this paper, we introduce an extension of the recursion visualization system SRec, intended to support some phases of the systematic development of dynamic programming algorithms: generation of recursion trees, checking redundancy in an adequate recursion tree, generation of the dependency graph associated to that recursion tree, and matching the graph to a table. These facilities require high degree of interactivity to be effective. We have successfully applied the new version of SRec to a number of dynamic programming algorithms in an algorithm course. We have also evaluated the performance of two groups of students in a recursion removal task: an experimental group using SRec and a control group using traditional means. Many of the results were similar for both groups. However, the experimental group did the task with higher confidence and was more efficient in some issues, while the control group was more persistent in one task. #CL EVAL #TI Supporting active learning by introducing an interactive teaching tool in a data structures and algorithms course #AU Färnqvist, Tomy and Heintz, Fredrik and Lambrix, Patrick and Mannila, Linda #YR 2016 #CO SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education #PP 663-668 #AB Traditionally, theoretical foundations in data structures and algorithms (DSA) courses have been covered through lectures followed by tutorials, where students practise their understanding on pen-and-paper tasks. In this paper, we present findings from a pilot study on using the interactive e-book OpenDSA as the main material in a DSA course. The goal was to redesign an already existing course by building on active learning and continuous examination through the use of OpenDSA. In addition to presenting the study setting, we describe findings from four data sources: final exam, OpenDSA log data, pre and post questionnaires as well as an observation study. The results indicate that students performed better on the exam than during previous years. Students preferred OpenDSA over traditional textbooks and worked actively with the material, although a large proportion of them put off the work until the due date approaches. #CL THEORY #TI Teaching and learning data structure concepts via Visual Kinesthetic Pseudocode with the aid of a constructively aligned app #AU Odisho, Ogen and Aziz, Mark and Giacaman, Nasser #JR Computer Applications in Engineering Education #YR 2016 #VO 24 #NR 6 #PP 926-933 #AB Data Structures is an integral topic for any Computer Science or Software Engineering degree, identified as a Core Tier-1 topic of the ACM/IEEE Computer Science Curricula. The underlying concepts are inherently abstract, making them especially difficult to understand for novice programmers. This paper proposes a cognitively challenging technique to help students understand the thought process that the learning outcomes of fundamental data structure units aim to achieve. The development of this thought process is using a technique we term Visual Kinesthetic Pseudocode, with the overarching goal of helping students code without coding, yet providing the necessary scaffold to guide them in implementing the data structures with real code. This was implemented in the form of INTERACTIVEDS, an app for students and teachers to guide the learning of fundamental data structure concepts. The evaluations demonstrate that students strongly credited INTERACTIVEDS in aiding their understanding of concepts and confidence in applying data structure concepts in practice. The study is also a step forward in revealing potential threshold concepts pertaining to data structure modules. #CL EVAL #TI Visualizing algorithm analysis topics #AU Farghally, Mohammed F. and Fouh, Eric and Hamouda, Sally and Koh, Kyu Han and Shaffer, Clifford A. #YR 2016 #CO SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education, #PP 687 #AB Data Structures and Algorithms (DSA) courses are considered critical in any computer science curriculum. DSA courses emphasize topics related to procedural dynamics (how an algorithm works) and algorithm analysis (the algorithm's efficiency). Historically, algorithm visualizations (AVs) have dealt almost exclusively with portraying algorithm dynamics, and there are few examples of visualizations related to algorithm analysis topics. We have developed a new generation of visualizations that we term Algorithm Analysis Visualizations (AAVs) to convey algorithm analysis concepts. We present the motivation behind AAVs, and outlines a methodology for their evaluation. We present results from student surveys and the analysis of student interaction logs from the OpenDSA eTextbook used by several CS3-level classes during the period of Fall 2014 through Fall 2015. Initial results from Fall 2014 revealed that students were not spending enough time reading the algorithm analysis material presented as textual content. Our results from a preliminary deployment of AAVs in Spring 2015 showed that students interacted with AAVs for significantly longer than the control group spent reading the previous text-based algorithm analysis material. We will present additional results from our ongoing experiment in Fall2015 (control group without AAVs) and Spring2016 (test group with additional AAVs). #CL EVAL #TI Looking at Algorithm Visualization through the Eyes of Pre-Service ICT Teachers #AU Saltan, Fatih #YR 2016 #JR Universal Journal of Educational Research #VO 4 #NR 2 #PP 403-408 #AB The study investigated pre-service ICT teachers’ perceptions of algorithm visualization (AV) with regard to appropriateness of teaching levels and contribution to learning and motivation. In order to achieve this aim, a qualitative case study was carried out. The participants consisted of 218 pre-service ICT teachers from four different universities. Data were obtained through an open-ended questionnaire (n=210) and interviews (n=8). The qualitative data were analyzed using content analysis techniques. The results indicated that about half of the pre-service teachers thought AV to be appropriate for use in elementary and middle schools. A smaller number of participants thought that using AV is appropriate in high schools and colleges. Almost all of the participants thought that AV effectively contributes to learning and teaching computer programming. Participants explained this effect in terms of seven properties of algorithm visualization environments: Visualization, Algorithmic Thinking, Enjoyable Learning, and Progressive Learning, Learning by Doing, Game-based Learning, and Scaffolding. Moreover, results showed that most of the pre-service ICT teachers believed that AV contributes effectively to motivation. They explained this positive contribution to motivation in terms of six properties of AV: Easy to use, Visual, Fun, Quick Produced, Active and Game-based. #CL EVAL #TI A study on students' preferences in graphical design of algorithm visualizations #AU Velázquez-Iturbide, J. Ángel and Pizarro-Romero, Celeste #YR 2016 #CO International Symposium on Computers in Education (SIIE) #AD Salamanca, Spain #PP 1-6 #AB The main focus of research in algorithm visualization has lately been on pedagogical aspects, but graphical features also deserve be studied. This paper presents an evaluation conducted with students on the convenience of including several graphical elements (labels for identifiers, arrows and shadows) in the visualization of an iterative algorithm. Students performed two tasks: to answer an opinion questionnaire and to trace visually the execution of the algorithm. The results reveal students' higher preference for arrows than labels or shadows. However, the analysis of drawings reveals frequent use of labels, highlighting changes in variable values, and remarking relevant variables. Some results can potentially be generalizable to other algorithm visualizations, such as the use of labels. #CL USE #TI Algorithm Analysis in OpenDSA: An Online, Open Source, Interactive Platform for Data Structures #AU Raubetean, Farbod #YR 2016 #AD Åbo Akademi University #AB New methods and opportunities for learning have appeared through the arrival of electronic learning frameworks. Over the past few years, several eLearning environments have been created by experts in the field to make collaborative teaching possible for both teachers and learners. Project OpenDSA is an online, open source, interactive data structures and algorithms course with the objective of developing a complete interactive book for courses in data structures and algorithms. Though designed with the purpose of enhancing efficiency in student learning in mind, some of the chapters have proved quite challenging for the students. The chapter under scrutiny in this thesis has to do with algorithm analysis. Students have struggled with this particular chapter more than with any other. The purpose of this thesis project is to discover the roots of the aforementioned challenges and devise creative and student-friendly tools and interactions for overcoming the learning obstacles. The first step this thesis has taken towards tackling the learning challenges in this chapter, has been to create a visualization for a set of growth rate functions inside an online graphing calculator. The next implementation step has been to create novel exercise types for the chapter summary exercises. The following five interactive question types for this chapter have been implemented: Matching questions, Ordering questions, Fill-in-the-blank questions, Error-guessing questions, and multiple-choice questions on code snippets. At least two sample questions for each of these question types have been developed. #CL ANIM sorting #TI Using interactive card animations for understanding of the essential aspects of non-recursive sorting algorithms #AU Végh, Ladislav and Takáč, Ondrej #YR 2017 #CO SDOT 2015: Proceedings of the 2015 Federated Conference on Software Development and Object Technologies #VO Advances in Intelligent Systems and Computing book series, volume 511 #PU Springer, Cham #PP 336-347 #AB Animations can help students to comprehend computer science algorithms. Previous experiments, mentioned in this paper, show that interactivity is very important in educational animations. In this contribution we also describe three categories of algorithm animations with different views, and we introduce our interactive card animations that belong to the first group (animations with conceptual views). These card animations of sorting algorithms were used in our experiment, where first-year computer science students were asked to fill out a pre-test, use the animations, and fill out a post-test. In the third part of the paper we discuss the obtained results, which proved that the interactive card animations can help students to understand the essential aspects of different sorting algorithms. Finally, we draw conclusions and introduce our future plans. #CL #TI Developing an algorithm learning tool for high school introductory computer science #AU Avancena, Aimee Theresa and Nishihara, Akinori and Kondo, Chika #YR 2015 #JR Education Research International #PU Hindawi Publishing Corporation #AB This paper presents the initial stage of developing an algorithm learning tool for the students of the Information Systems course at Tokyo Tech High School of Science and Technology in Japan. The tool applies the concept of Algorithm Visualization (AV) technology and was used as an aid for learning basic algorithms such as searching and sorting. Two AV types were included in the tool, one with more input options and control and the other with less. Previously proposed AV evaluation properties and the Categories of Algorithm Learning Objectives (CALO) were considered in designing the tool’s evaluation questionnaire. Written tests based on CALO were also designed. Posttest results indicate moderate improvement in the performance of the students. Test results also show that student abilities match some of the algorithm learning objectives. The students who used the AV with more options have a slightly higher gain score average in the posttest compared with those who used the AV with limited control. Overall assessment indicates a positive evaluation of the tool and signifies the students’ preferred AV characteristics. After factor analysis of the evaluation questionnaire, three factors were extracted which correspond to the suggested AV evaluation properties. These results may be used in improving the learning tool and the evaluation questionnaire. #CL EVAL #TI Usability and Pedagogical Assessment of an Algorithm Learning Tool: A Case Study for an Introductory Programming Course for High School #AU Avancena, Aimee Theresa and Nishihara, Akinori #YR 2015 #JR Issues in Informing Science and Information Technology #VO 12 #PP 21-43 #AB An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one with more input and control options and the other with fewer options, were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool there was an increase in the posttest scores of the students, and those who used the visualization with more input and control options had higher scores compared to those who used the one with limited options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics, and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners. #CL EVAL #TI Past, present, and future of and in software visualization #AU Diehl, Stephan #YR 2015 - Springer #CO International Conference on Computer Graphics Theory and Applications (GRAPP) #AD Lisbon, Portugal #PP 1-1. #AB Starting with a selective retrospective of the history of software visualization, I will identify various trends and paradigms of previous and current research. In particular, I will discuss examples of applying visualization techniques to analyze the past and present state of software as well as to predict its future development. I will argue that prediction is an important task, but that software visualization research has only scratched the surface of it. As a consequence, speculative visualization will be one of the major future challenges identified in this talk. #CL SYST #TI Creating engaging online learning material with the jsav javascript algorithm visualization library #AU Karavirta, Ville; Shaffer, Clifford A. #YR 2015 - ieeexplore.ieee.org #JR IEEE Transactions on Learning Technologies #VO 9 #NR 2 #PP 171-183 #AB Data Structures and Algorithms are a central part of Computer Science. Due to their abstract and dynamic nature, they are a difficult topic to learn for many students. To alleviate these learning difficulties, instructors have turned to algorithm visualizations (AV) and AV systems. Research has shown that especially engaging AVs can have an impact on student learning of DSA topics. Until recently, most AV systems were Java-based systems. But, the popularity of Java has declined and is being supplanted by HTML5 and JavaScript content online. In this paper, we present JSAV: the JavaScript AV development library. JSAV goes beyond traditional AV library support for displaying standard data structures components, to provide functionality to simplify creation of AVs on many engagement levels including interactive exercises. We describe the growing body of content created with JSAV and summarize our three years of experience and research results from using JSAV to build content that supports CS education. #CL USE #TI Sort attack: Visualization and gamification of sorting algorithm learning #AU Yohannis, Alfa and Prabowo, Yulius #YR 2015 #CO 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games) #AD Skovde, Sweden #PP 1-8 #AB Algorithms are commonly perceived as a difficult subject, which is quite an irony as they have a fundamental role in computer science. Failure to master this subject will inhibit students'' capabilities as they advance to higher levels. Algorithm visualization, as an effort to overcome the problem, has been growing towards gameful visualization recently that is presumed to be able to engage learners longer and more intensely. However, integrating algorithm visualization, game elements, and instructional design is not a trivial task as it requires a careful design. Hence, a conceptual model of how algorithm learning instructions, algorithm visualization, and gamification improve learning outcomes was developed. While instructional design concerns with developing the best strategy for learning, algorithm visualization functions as a cognitive support provider and gamification works by delivering engagement. Both cognitive support and engagement moderate the learning instructions that concern with enhancing learning outcomes. Principles and elements originating from the three domains have to be taken into consideration during the designing process to produce an artifact that can deliver the essential functions of each domain. A working artifact was then constructed, as the instantiation of the model, to validate whether the idea of integrating algorithm visualization and gamification into algorithm learning instructions is capable enough to improve learning outcomes. Based on our respondents'' learning outcomes, it was found the artifact can significantly improve the procedural knowledge of learners that are indicated by their increased capability in solving sorting algorithm problems. #CL EVAL #TI How do students use program visualizations within an interactive ebook? #AU Sirkiä, Teemu and Sorva, Juha #YR 2015 #CO ICER '15: Proceedings of the eleventh annual International Conference on International Computing Education Research #PP 179-188 #AB We investigated students' use of program visualizations (PVs) that were tightly integrated into the electronic book of an introductory course on programming. A quantitative analysis of logs showed that most students, and beginners especially, used the PVs, even where the PV did not directly affect their grade. Students commonly spent more time studying certain steps than others, suggesting they used the PVs attentively. Nevertheless, substantial numbers of students appeared to gloss over some key animation steps, something that future improvements to pedagogy may address. Overall, the results suggest that integrating PVs into an ebook can promote student engagement and has been fairly successful in the studied context. More research is needed to understand the differences between our results and earlier ones, and to assess the generalizability of our findings. #CL ANIM paths #TI E-learning tool for visualization of shortest paths algorithms #AU Borissova, Daniela and Mustakerov, Ivan #YR 2015 #JR Trends Journal of Sciences Research #VO 2 #NR 2 3 #PP 84-89 #AB Visualizations of algorithms contribute to improving computer science education. The process of teaching and learning of algorithms is often complex and hard to understand problem. Visualization is a useful technique for learning in any computer science course. In this paper an e-learning tool for shortest paths algorithms visualization is described. The developed e-learning tool allows creating, editing and saving graph structure and visualizes the algorithm steps execution. It is intended to be used as a supplement to face-to-face instruction or as a stand-alone application. The conceptual applicability of the described e-learning tool is illustrated by implementation of Dijkstra algorithm. The preliminary test results provide evidence of the usability of the e-learning tool and its potential to support students' development of efficient mental models regarding shortest paths algorithms. This e-learning tool is intended to integrate different algorithms for shortest path determination. #CL SYST THEORY #TI Visualization of concepts and algorithms in programming education-A design theoretic multimodal perspective #AU Olsson, Marie and Mozelius, Peter #YR 2015 #CO 10th International Conference on e-Learning #ED Carlton Watson (ed.) #PU Academic Conferences and Publishing International Limited #PP 257-264 #AB Programming is an important core subject in most Computer science programmes at university level but many students have difficulties to learn the necessary combination of knowledge and skills. Code concepts and algorithms are abstract and dynamic entities, where teachers face problems with the transfer of theoretical concepts as well as with the explanation of more practical programming techniques. Software visualization with the multimodal combination of graphical, audial and textual representations aims to facilitate learning and understanding of programming. Software visualization can further be divided into program visualization and algorithm visualization. This study presents a design theoretic multimodal approach where software visualization is introduced and evaluated as an extra communication channel between teachers and students in programming courses. Two visualization prototypes have been designed and developed for evaluation in lectures for an experimental group. Data has been gathered by handing out questionnaires to students in the experimental group and to students in a control group. Both groups had attended the same lecture setup, with identical learning content but only the experimental group had access to the multimodal program visualization and algorithm visualization prototypes. 85% in the experimental group and 62% in the control group stated that they did understand where the focus of the code executing was all through the prototype for algorithm visualization. For the other prototype, visualizing object-oriented concepts, 60% in the experimental group and 54% in the control group stated that they understood where the focus of the code executing was all through the multimodal animation. Findings indicate that programming lecturing using multimodal explanations as additional learning tools is a promising path to enhance programming education in the 21st century. Guided by multimodal design theory, we can better understand how appropriate activities for novice student’s learning of programming concepts should be implemented. A problem with the evaluated prototypes that was identified is focus overload during execution of object-oriented animations. One possible solution to address this issue might be to divide the object visualization into two parts, where one is dealing with concepts and the other is illustrating dynamics. #CL EVAL #TI Usability and pedagogical assessment of an algorithm learning tool: A case study for an introductory programming course for high school #AU Avancena, Aimee Theresa and Nishihara, Akinori #YR 2015 #JR Issues in Informing Science and Information Technology #VO 12 #PP 021-043 #AB An algorithm learning tool was developed for an introductory computer science class in a specialized science and technology high school in Japan. The tool presents lessons and simple visualizations that aim to facilitate teaching and learning of fundamental algorithms. Written tests and an evaluation questionnaire were designed and implemented along with the learning tool among the participants. The tool’s effect on the learning performance of the students was examined. The differences of the two types of visualizations offered by the tool, one with more input and control options and the other with fewer options, were analyzed. Based on the evaluation questionnaire, the scales with which the tool can be assessed according to its usability and pedagogical effectiveness were identified. After using the algorithm learning tool there was an increase in the posttest scores of the students, and those who used the visualization with more input and control options had higher scores compared to those who used the one with limited options. The learning objectives used to evaluate the tool correlated with the test performance of the students. Properties comprised of learning objectives, algorithm visualization characteristics, and interface assessment are proposed to be incorporated in evaluating an algorithm learning tool for novice learners. #CL SYST #TI Vamonos: Embeddable visualizations of advanced algorithms #AU Carmer, Brent and Rosulek, Mike #YR 2015 - ieeexplore.ieee.org #CO IEEE Frontiers in Education Conference (FIE) #AD El Paso, TX, USA #PP 1-8 #AB We present Vamonos: a new framework for algorithm visualization, designed from the beginning to support embedding, interaction, and unlimited scope. Visualizations are executed entirely client-side on any device that supports a modern web browser; they can be embedded into any website or online textbook. Users can specify breakpoints, watched variables, provide inputs to the algorithm (e.g., by drawing a graph using a mouse), and be prompted for interaction by the visualization. The core framework supports any algorithms and data structures that can be implemented in Javascript. We have implemented a wide range of visualizations of advanced algorithms topics, including dynamic programming and graph algorithms (e.g., spanning tree, max-flow, bipartite matching algorithms). #CL SYST #TI LAVES: An extensible visualization tool to facilitate the process of learning and teaching algorithms #AU Kress, Dominik and Dornseifer, Jan #YR 2015 #JR INFORMS Transactions on Education #VO 15 #NR 3 #PP 201-214 #AB The Logistics Algorithms Visualization and Education Software (LAVES) is an open source project at the University of Siegen, aiming at supporting business and business informatics students in understanding the basic concepts of algorithms that are applied to solve problems arising in operations research, especially in logistics, by means of visualization. It allows students to create problem instances click-by-click with direct graphical feedback, offers a set of algorithm-related controls, presents execution-table-views as used by the students when manually processing algorithms, depicts and highlights the related pseudocode (including Latex formulas), and includes an exercise mode. LAVES is accompanied by a development kit (LAVESDK) that allows instructors (with Java knowledge) to implement course-specific algorithm visualizations (called plugins) to be used with LAVES. The development kit is generic and provides a broad range of tools. In this paper, we present the basic features of LAVES and LAVESDK and report on first classroom experiences and student feedback. #CL EVAL SYST ANIM paths #TI Effects of visualization on algorithm comprehension #AU Mulvey, Matthew #YR 2015 #AD University of Wisconsin-Milwaukee #AB ??? Computer science students are expected to learn and apply a variety of core algorithms which are an essential part of the field. Any one of these algorithms by itself is not necessarily extremely complex, but remembering the large variety of algorithms and the differences between them is challenging. To address this challenge, we present a novel algorithm visualization tool designed to enhance students understanding of Dijkstra’s algorithm by allowing them to discover the rules of the algorithm for themselves. It is hoped that a deeper understanding of the algorithm will help students correctly select, adapt and apply the appropriate algorithm when presented with a problem to solve, and that what is learned here will be applicable to the design of other visualization tools designed to teach different algorithms. Our visualization tool is currently in the prototype stage, and this thesis will discuss the pedagogical approach that informs its design, as well as the results of some initial usability testing. Finally, to clarify the direction for further development of the tool, four different variations of the prototype were implemented, and the instructional effectiveness of each was assessed by having a small sample participants use the different versions of the prototype and then take a quiz to assess their comprehension of the algorithm. #CL EVAL #TI Supporting Active Learning Using an Interactive Teaching Tool in a Data Structures and Algorithms Course #AU Färnqvist, Tommy and Heintz, Fredrik and Lambrix, Patrick and Mannila, Linda and Wang, Chunyan #YR 2015 #CO SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education #PP 663-668 #AB Traditionally, theoretical foundations in data structures and algorithms (DSA) courses have been covered through lectures followed by tutorials, where students practise their understanding on pen-and-paper tasks. In this paper, we present findings from a pilot study on using the interactive e-book OpenDSA as the main material in a DSA course. The goal was to redesign an already existing course by building on active learning and continuous examination through the use of OpenDSA. In addition to presenting the study setting, we describe findings from four data sources: final exam, OpenDSA log data, pre and post questionnaires as well as an observation study. The results indicate that students performed better on the exam than during previous years. Students preferred OpenDSA over traditional textbooks and worked actively with the material, although a large proportion of them put off the work until the due date approaches. #CL EVAL #TI Enhancing comprehension in open distance learning computer programming education with visualization #AU Schoeman, Martha Anna #YR 2015 #AD University of South Africa #AB This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial. The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far. During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations. Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program. #CL EVAL #TI Building and Evaluating a Learning Environment for Data Structures and Algorithms Courses #AU Fouh-Mbindi, EN #YR 2015 #AD Virginia Tech #AB Learning technologies in computer science education have been most closely associated with teaching of programming, including automatic assessment of programming exercises. However, when it comes to teaching computer science content and concepts, learning technologies have not been heavily used. Perhaps the best known application today is Algorithm Visualization (AV), of which there are hundreds of examples. AVs tend to focus on presenting the procedural aspects of how a given algorithm works, rather than more conceptual content. There are also new electronic textbooks (eTextbooks) that incorporate the ability to edit and execute program examples. For many traditional courses, a longstanding problem is lack of sufficient practice exercises with feedback to the student. Automated assessment provides a way to increase the number of exercises on which students can receive feedback. Interactive eTextbooks have the potential to make it easy for instructors to introduce both visualizations and practice exercises into their courses. OpenDSA is an interactive eTextbook for data structures and algorithms (DSA) courses. It integrates tutorial content with AVs and automatically assessed interactive exercises. Since Spring 2013, OpenDSA has been regularly used to teach a fundamental data structures and algorithms course (CS2), and also a more advanced data structures, algorithms, and analysis course (CS3) at various institutions of higher education. In this thesis, I report on findings from early adoption of the OpenDSA system. I describe how OpenDSA's design addresses obstacles in the use of AV systems. I identify a wide variety of use for OpenDSA in the classroom. I found that instructors used OpenDSA exercises as graded assignments in all the courses where it was used. Some instructors assigned an OpenDSA assignment before lectures and started spending more time teaching higher-level concepts. OpenDSA also supported implementing a ``flipped classroom'' by some instructors. I found that students are enthusiastic about OpenDSA and voluntarily used the AVs embedded within OpenDSA. Students found OpenDSA beneficial and expressed a preference for a class format that included using OpenDSA as part of the assigned graded work. The relationship between OpenDSA and students' performance was inconclusive, but I found that students with higher grades tend to complete more exercises. #CL ANIM maze #TI A learning environment for teaching maze algorithms #AU Melbinger, Stefan #YR 2015 #AD Technische Universitat Wien #AB Teaching algorithmic thinking, which is one of the fundamental skills in computer science, is a challenging task. Preparatory courses for budding students of computer science at the Vienna University of Technology use a computer program called Theseus to visualise the execution of maze solving algorithms, thus making the discussion of algorithms more tangible. However, Theseus does not explicitly describe the executed algorithms and students are left to wonder what is happening "inside" them while the search for a maze's finish is visualised on screen. This thesis investigates how an interactive learning environment can not only execute but also formulate maze algorithms in order to support the teaching of algorithmic thinking and increase the learning effect for students. After performing an analysis of various didactic options and selecting a suitable approach that is aligned with the constructionist learning theory, the actual implementation of a new online learning environment called Ariadne is described, which integrates a visual programming language for describing algorithms. This allows students and teachers to understand Ariadne's pre-defined maze solving algorithms, to modify them and to even create new algorithms from scratch. #CL EVAL #TI Reasoning about graph algorithm visualization #AU Gordeev, Dmitry S. #YR 2015 #CO WSCG 2015 Conference on Computer Graphics, Visualization and Computer Vision #PP 75-79 #AB A method of graph algorithm visualization based on an implicit visual effect generation approach is described. The approach develops an idea to establish an algorithm as an input as well as input graph. Visualization of algorithms is carried out by means of a set of configurable visual effects. We consider a class of hierarchical graphs as a class of input graphs. This allows using wide set of input graphs and presenting additional data appearing during the algorithm work as part of a single visualized graph model. Described approach is be used both in research and education. #CL ANIM crypto #TI Crypto View: Visual Representation of Cryptographic Algorithms #AU Basheer, Surumi and Sreedhar, Sreena #YR 2015 #JR International Journal of Science and Research #VO 4 #NR 11 #PP 2536-2539 #AB Cryptography is a fundamental topic in an information assurance curriculum. Educational software systems have an increasingly significant presence in engineering sciences. They aim to improve students’ attitudes and knowledge acquisition typically through visual representation. This paper presents a software solution for Crypto View: Visual Representation of Cryptographic Algorithms, which was developed to support a Data Security course at the School of engineering level. The system allows users to follow the execution of several complex algorithms (DES, AES, RSA, and Diffie-Hellman, Vigenere cipher and Symmetro-Asymmetro) on real world examples in a step by step detailed view with the possibility of forward and backward navigation. It also provides the analysis of these algorithms by calculating the computation time and efficiency. Benefits of the Crypto View system for students, it help them to understand the complex algorithms in a simplified manner and that facilitate the students to reduce their fear to attempt the exams. #CL EVAL #TI Evaluating visualizations: cognitive, social, and cultural perspectives #AU Hundhausen, Christopher D. #YR 2014 #CO Handbook of Human-centric Visualization #AD New York, NY, USA #PU Springer Verlag #PP 115-145 #AB Computer-based visualization environments enable their users to create, manipulate, and explore visual representations of data, information, processes and phenomena. They play a prominent role in the practices and education of many science, technology, engineering, and mathematics (STEM) communities. There is a growing need to evaluate such environments empirically, in order not only to ensure that they are effective, but also to better understand how and why they are effective. How does one empirically evaluate the effectiveness of a visualization environment? I argue that choosing an approach is a matter of finding the right perspective for viewing human use of the visualization environment. This chapter presents three alternative perspectives—Cognitive, Social, and Cultural—each of which is distinguished by its own intellectual tradition and guiding theory. In so doing, the chapter has three broad goals: (a) to illustrate that different research traditions and perspectives lead to different definitions of effectiveness; (b) to show that, depending upon the research questions of interest and the situations in which a visualization environment is being used, each perspective can prove more or less useful in approaching the empirical evaluation of the environment; and (c) to provide visualization researchers with a repertoire of evaluation methods to draw from, and guidelines for matching research methods to research questions of interest. #CL ANIM data struct #TI Cstutor: A sketch-based tool for visualizing data structures #AU Buchanan, Sarah and Laviola, Joseph J. #YR 2014 #JR ACM Transactions on Computing Education #VO 14 #NR 1 #PP 1-28 #AB We present CSTutor, a sketch-based interface designed to help students understand data structures, specifically Linked Lists, Binary Search Trees, AVL Trees, and Heaps. CSTutor creates an environment that seamlessly combines a user’s sketched diagram and code. In each of these data structure modes, the user can naturally sketch a data structure on the canvas just as they would on a white board. CSTutor analyzes the user’s diagrams in real time, and automatically generates code in a separate code view to reflect any changes the user has made. Additionally, the code can also be edited and any new code changes will animate the data structure drawn on the canvas. The connection between the data structure drawn on the canvas and the code implementation is intended to bridge the gap between the conceptual diagram of a data structure and the actual implementation. We also present the results of two semester-long studies using CSTutor in a CS1 course. The results indicate that students preferred CSTutor and were more engaged using it than a standard whiteboard lecture; however, results were mixed in quiz and exam performance. #CL EVAL #TI Are visualization tools used in programming education? By whom, how, why, and why not? #AU Isohanni, Essi and Järvinen, Hannu-Matti #YR 2014 #CO Koli Calling '14: Proceedings of the 14th Koli Calling International Conference on Computing Education Research #PP 35-40 #AB Visualization tool developers and researchers deliberate on the future directions of tool design and research. Sometimes, it is argued that visualization tools are not used widely. However, there is no factual knowledge about the current rate of visualization tool usage in programming education. How widely are visualization tools used in classes? Who uses them? How, why or why not? This work studies the current usage of visualizations in order to answer the above mentioned questions. The aim is to provide facts to lay the ground for discussion on the future directions on visualization tool development and research. A worldwide survey was organized for over 250 teachers of programming. We targetted the teachers of programming in general, not only those interested in visualization technologies, and asked if they use visualization tools in their class, how they use them and their reasons for and against using them. This paper discusses the results related to almost 500 programming courses giving a current overview of the state of the field. Regular use of visualization tools in class is rather rare: approximately 20% of programming courses use software visualizations regularly. Contrary to the recommendations on visualization tool usage, most commonly they are used by the teacher, not by the students. The most often mentioned reason for not using visualization tools was that the teacher prefers to create his/her own visualizations in some other way, e.g., using the blackboard. #CL EVAL #TI Open source software and the algorithm visualization community #AU Cooper, Matthew L. and Shaffer, Clifford A. and Edwards, Stephen H. and Ponce, Sean P. #YR 2014 #JR Science of Computer Programming #VO 88 #PP 82-91 #AB Algorithm visualizations are widely viewed as having the potential for major impact on computer science education, but their quality is highly variable. We report on the software development practices used by creators of algorithm visualizations, based on data that can be inferred from a catalog of over 600 algorithm visualizations. Since nearly all are free for use and many provide source code, they might be construed as being open source software. Yet many AV developers do not appear to have used open source best practices. We discuss how such development practices might be employed by the algorithm visualization community, and how they might lead to improved algorithm visualizations in the future. We conclude with a discussion of OpenDSA, an open-source project that builds on earlier progress in the field of algorithm visualization and hopes to use open-source procedures to gain users and contributors. #CL EVAL #TI Algorithm visualization in teaching practice #AU Törley, Gábor #YR 2014 #JR Acta Didactica Napocensia #VO 7 #NR 1 #PP 1-18 #AB This paper presents the history of algorithm visualization (AV), highlighting teaching-methodology aspects. A combined, two-group pedagogical experiment will be presented as well, which measured the efficiency and the impact on the abstract thinking of AV. According to the results, students, who learned with AV, performed better in the experiment. #CL SYST #TI Visualizing algorithms and data structures using the algomaster platform #AU Šimoňák, Slavomir and Benej, M. #YR 2014 #JR Journal of Information, Control and Management #AB Algorithms and data structures are important areas of computer science. In spite of the fact, the most common algorithms and data structures have already been implemented in many programming languages and they are also available in many libraries, every programmer and student of computer science should know their principles. Algorithm visualizations can be an effective way to explain these principles. In this paper a new algorithm visualization platform is described. It is based on .NET Framework and effective visualization is supported by features like a call stack visualization, a check mode and a back-stepping of algorithms. #CL SYST #TI A Low-Effort Animated Data Structure Visualization Creation System #AU Barowski, Larry A. #YR 2014 #WW search.proquest.com #AD Auburn University #AB Algorithm animations and high level data structure visualizations are not widely used, in part because producing them is difficult and time consuming. Algorithm animation and data structure visualization systems attempt to minimize this effort, but none has made the process as simple as it could be. The purpose of the system described in this work, the jGRASP Visualization System, is to allow the creation and use of dynamic data structure visualizations from working source code with minimal effort. Ideally, the only work required to create an animated visualization should be selecting values from a program running in debug mode in an IDE, selecting the way each value will be displayed from a list of available choices, and physically arranging the display elements. This has been achieved for arbitrary implementations of common data structures in Java. This dissertation begins by discussing existing work on the usefulness of algorithm animation and data structure visualization for algorithm and code understanding, and existing work on systems with similar organization, features, and construction to the one described here. The jGRASP Visualization System is described in detail from the user's perspective. Implementation details are discussed. Previously published results on the effectiveness of these visualizations when applied to arbitrary data structure code, and on code understanding experiments performed with the visualizations are presented. Finally, visualization feature usage data collected from users of the system is analyzed and discussed. #CL SYST #TI E-textbook as a tool for promoting conceptual learning in science-looking for novel design and empirical evidence #AU Mikkila-Erdmann, Mirjamaija #YR 2014 #CO EdMedia: World Conference on Educational Media and Technology 2014 #PP 2092-2097 #AB The purpose of this paper is to present the theoretical framework and research design for developing a new generation e-textbook for science. Textbooks play an essential role in learning science. However, e-textbooks are still an unexplored resource in supporting learning of complex science phenomena. In this interdisciplinary project two different e-text designs on photosynthesis for iPad are tested (index vs. concept map) with 90 student teachers in the university. We apply pre-test-post-test design, record log-files during navigating the text and measure the usability experienced by students. New technological solutions and pedagogical consequences are discussed. #CL SYST #TI Design and architecture of an interactive eTextbook-The OpenDSA system #AU Fouh, Eric and Karavirta, Ville and Breakiron, Daniel A. and Hamouda, Sally #YR 2014 #JR Science of Computer Programming #VO 88 #PP 22-40 #AB The OpenDSA Project seeks to provide complete instructional materials for data structures and algorithms (DSA) courses. Our vision for a highly interactive eTextbook involves the use of many algorithm visualizations (AVs) and a wide range of interactive exercises with automated assessment. To realize this vision we require a mix of third-party and custom software components that make up a client/server-based web application. The massive amount content development required compels us to adopt an appropriate mix of open-source practices that will encourage broad contribution to the project. In this paper we describe the OpenDSA system architecture and the design goals that led to the present version of the system. #CL SYST #TI Design and evaluation of a web-based dynamic algorithm visualization environment for novices #AU Vrachnos, Euripides and Jimoyiannis, Athanassios #YR 2014 #JR Procedia Computer Science #VO 27 #PP 229-239 #AB Teaching basic algorithmic concepts to novices is not an easy task. Existing research has given considerable information about students’ alternative conceptions and faulty mental models about abstract programming concepts and constructs, as well as their difficulties in solving programming problems. Various algorithm visualization systems are proposed as alternative and efficient instructional environments for introductory programming courses. They include dynamic features, based on animation techniques, aiming at illustrating the behavior of basic algorithms and fostering students’ experimentation and algorithmic knowledge construction. This paper presents DAVE, a web-based dynamic algorithm visualization environment designed to support secondary education students’ learning about basic algorithms. DAVE facilitates students’ experimentation with array algorithms by allowing the modification of both code and data. The presentation of preliminary results, obtained from an evaluation study, provided evidence of the usability of the system and its potential to support students’ development of efficient mental models regarding basic array algorithms. #CL SYST EVAL #TI Using algorithm visualizations in computer science education #AU Šimoňák, Slavomir #YR 2014 #JR Central European Journal of Computer Science #VO 4 #NR 3 #PP 183-190 #PU Springer #AB Algorithm visualization illustrates how algorithms work in a graphical way. It mainly aims to simplify and deepen the understanding of algorithms operation. Within the paper we discuss the possibility of enriching the standard methods of teaching algorithms, with the algorithm visualizations. As a step in this direction, we introduce the VizAlgo algorithm visualization platform, present our practical experiences and describe possible future directions, based on our experiences and exploration performed by means of a simple questionnaire. #CL SYST ANIM crypto EVAL #TI COALA-System for visual representation of cryptography algorithms #AU Stanisavljevic, Zarko and Stanisavljevic, Jelena and Vuletic, Pavle and Jovanovic, Zoran #YR 2014 #JR IEEE Transactions on Learning Technologies #VO 7 #NR 2 #PP 178-190 #AB Educational software systems have an increasingly significant presence in engineering sciences. They aim to improve students' attitudes and knowledge acquisition typically through visual representation and simulation of complex algorithms and mechanisms or hardware systems that are often not available to the educational institutions. This paper presents a novel software system for CryptOgraphic ALgorithm visuAl representation (COALA), which was developed to support a Data Security course at the School of Electrical Engineering, University of Belgrade. The system allows users to follow the execution of several complex algorithms (DES, AES, RSA, and Diffie-Hellman) on real world examples in a step by step detailed view with the possibility of forward and backward navigation. Benefits of the COALA system for students are observed through the increase of the percentage of students who passed the exam and the average grade on the exams during one school year. #CL SYST #TI Selective hiding for improved algorithmic visualization #AU Katai, Zoltan #YR 2014 #CO ITiCSE '14: Proceedings of the 2014 conference on Innovation & technology in computer science education #PP 33-38 #AB In order to benefit most from algorithm visualization (AV) technology students have to be meaningfully involved in the algorithm visualisation process. This may imply that they are invited to predict and implement (using an interactive visual learning environment) the operation-sequence of the studied algorithm. In such learning environments users become active players in the AV process. Students are invited to process algorithms (in terms of their high-level operations) created to be processed by computers. The study we have performed reveals latent deficiencies such AV systems might have. Compared to humans, computers are blind in many ways. Visualizing information that has extra meanings for human viewers can obstruct them in following strict computer algorithms. Research results show that wisely applied hiding may result in more effective algorithm visualization due to its higher epistemic fidelity. #CL SYST #TI An Analysis of Printed Illustrations of Three Algorithm Design Techniques #AU Esteban-Sánchez, Natalia and Pérez-Carrasco, Antonio and Sáenz-Rubio, Belén and Velázquez-Iturbide, J. Ángel #YR 2014 #JR IEEE Revista Iberoamericana de Tecnologias del Aprendizaje #VO 9 #NR 2 #PP 57-63 #AB The literature on algorithm visualizations lacks clear principles to guide the construction of effective visualizations for educational purposes. Consequently, we conducted an analysis of visualizations regarding three basic algorithm design techniques (divide and conquer, backtracking, and dynamic programming). The material analyzed was the illustrations found in prestigious algorithm textbooks, which prove to be high-quality sources. In this paper, we describe the methodology followed for our analysis and the results obtained, both general and specific of each algorithm design technique. The results are a first step in the way to identify design principles for algorithm visualizations based on algorithm-design techniques. #CL SYST EVAL #TI Toward the effective use of educational program animations: The roles of student's engagement and topic complexity #AU Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2013 #JR Computers & Education #VO 67 #PP 178-192 #AB Programming is one of the most complex subjects in computer science degrees. Program visualization is one of the approaches adopted to make programming concepts more accessible to students. In this work we study the educational impact of an active and highly engaging approach, namely the construction of program animations by students. We systematically compared this approach with two instructional scenarios, based on viewing animations and on the traditional instruction without systematic use of animations. A general conclusion of this work is that animations actually improve learning in terms of some educational aspects: short-term and long-term knowledge acquisition, and drop-out rates. Short-term improvements depend on the complexity level of the topic: while there is no impact for simple topics, there is a learning improvement in complex topics using the viewing and constructing approaches, and there is a learning improvement for highly complex topics using the viewing approach. In the long-term, drop-out rates were significantly decreased for students involved in the two most engaging approaches. In addition, both animation viewing and animation construction improved students' passing-rate in the term exam. Nevertheless, we were unable to prove in the long term that students involved in construction tasks yielded higher grades than those involved in viewing tasks. #CL THEORY #TI On the role of animated analogies in algorithm visualizations #AU Hansen, Steven R. and Narayanan, N. Hari #YR 2013 #CO Fourth International Conference of the Learning Sciences #PP 205-211 #AB If a “picture is worth a thousand words,” then why have attempts over the past decade to use pictures and animations to replace or supplement traditional instructional methods for teaching algorithms produced such disappointing results? In an earlier paper (Hansen, Schrimpsher, & Narayanan, 1998) we described a research project based on the premise that a rethinking of algorithm animation design is required in order to harness its power to enhance learning. The key insight was that for algorithm animations to be effective, they had to be “chunked” and embedded within a context and knowledge providing hypermedia information environment. In this paper, we report on ablation studies which were designed to discover which aspects of the prototype hypermedia visualization system that was developed (called HalVis) contributed to student learning. These preliminary studies led to a surprising discovery that interactive and animated analogies appear to significantly prime learning about abstract and dynamic algorithm behaviors from subsequent visualizations. We first present the interactive features and learning modules of HalVis. Two ablation experiments conducted on HalVis are then described. This is followed by a discussion of the results, their implications and how these are shaping our future research. #CL THEORY #TI Roles of animation tools in understanding programming concepts #AU Moreno, Andres and Joy, Mike and Sutinen, Erkki #YR 2013 #JR Journal of Educational Multimedia and Hypermedia #VO 22 #NR 2 #PU Association for the Advancement of Computing in Education (AACE) #AB Computer generated animations are resources used to explain how programs are executed in order to clarify the relevant programming concepts. However, whilst trying to understand new programming concepts it is not clear how and when students benefit from an animation if they are using the tool on their own. To clarify the role of an animation tool in the student learning process, six students from an introductory programming course at a Tanzanian university attended three individual sessions. In each session students used a program animation tool to understand a new programming concept, and they were asked to orally describe the animations as they watched them. The authors conducted a qualitative analysis on the video and audio recordings taken when the students described the animations. Through an inductive category generation process, five roles played by the animation tool are identified: no-role or empty, exploratory, confusing, teaching, and evaluating. This classification of roles helps us to understand the potential of animation tools, and suggests that versatile use of an animation tool can enrich the teaching and learning process by diagnosing a student's current learning stage and by engaging the student in the learning activity. #CL ANIM #TI Snapshot Algorithm Animation with Erlang #AU Bryntesson, Fredrik #YR 2013 #AD Uppsala Universitet #AB Algorithms used in distributed systems for synchronization can often be hard to understand, and especially for beginners these concepts can be difficult to apprehend. Seeing an animation of these concepts could help to gain insight about how they work. The Snapshot algorithm (Chandy-Lamport) is one of these. But what is a good animation of an algorithm? What characteristics do an animation need to be considered as good? This thesis describes an analysis of those characteristics and a development of an animation software for the Snapshot algorithm using a game engine written in Erlang. #CL SYST #TI Requirements and design strategies for open source interactive computer science ebooks #AU Korhonen, Ari and Naps, Thomas and Boisvert, Charles and Crescenzi, Pilu and Karavirta, Ville and Mannila, Linda and Miller, Bradley and Morrison, Briana and Rodger, Susan H. and Ross, Rocky and Shaffer, Clifford A. #YR 2013 #CO ITiCSE -WGR '13: Proceedings of the ITiCSE working group reports conference on Innovation and technology in computer science education-working group reports #PP 53-72 #AB Online education supported by digital courseware will radically alter higher education in ways that we cannot predict. New technologies such as MOOCs and Khan Academy have generated interest in new models for knowledge delivery. The nature of Computer Science content provides special opportunities for computer-supported delivery in both traditional and online classes. Traditional CS textbooks are likely to be replaced by online materials that tightly integrate content with visualizations and automatically assessed exercises. We refer to these new textbook-like artifacts as icseBooks (pronounced \ice books"), for interactive computer science electronic books. IcseBook technology will in turn impact the pedagogy used in CS courses. This report surveys the state of the field, addresses new use cases for CS pedagogy with icseBooks, and lays out a series of research questions for future study. #CL EVAL #TI An empirical study on factors influencing the effectiveness of algorithm visualization #AU Lazaridis, Vassilios and Samarasas, Nikolaos and Sifaleras, Angelo #YR 2013 #JR Computer Applications in Engineering Education #VO 21 #NR 3 #PP 410-420 #AB The determination of the factors influencing the effectiveness of algorithm visualization poses an interesting research question. In this paper, we present the results of a longitude empirical study regarding this question. The study was based on an evaluation of the Visual LinProg educational tool inside classrooms. Visual LinProg is a web-based educational tool, which solves linear programming problems using animation and visualization techniques. Visual LinProg was developed to be used in linear programming courses to supplement the teaching. Our empirical study is based on questionnaires that include quantitative and qualitative topics. This evaluation first indicates that Visual LinProg facilitates the learning of the revised simplex algorithm and second presents more results on factors influencing the understanding of this algorithm by the students/users of the Visual LinProg. #CL EVAL #TI Misconceptions in visual algorithm simulation revisited: On UI's effect on student performance, attitudes and misconceptions #AU Karavirta, Ville and Korhonen, Ari and Seppälä, Otto #YR 2013 #CO Learning and Teaching in Computing and Engineering #AD Macau, Macao #PP 62-69 #AB Mobile devices affect the way we access interactive learning material and exercises in the internet. There are changes both in the technologies used to implement software and in the possibilities and restrictions imposed by this platform. A set of visual algorithm simulation exercises - implemented using the JSAV library allowing them to work on both mobile and desktop machines - were tested on a CS majors data structures and algorithms course. As the problem formulation was not changed from previous years, we were able to study how changes in the UI might affect student performance and if there are any differences in student attitudes and mistakes or misconceptions detected. For the set of exercises studied, the results were in line with previous findings. #CL #TI Scripted collaboration to leverage the impact of algorithm visualization tools in online learning: Results from two small scale studies #AU Foutsitzis, Christos G. and Demetriadis, Stavros #YR 2013 #JR International Journal of e-Collaboration #VO 9 #NR 1 #PP 42-56 #AB This work presents research evidence on the impact of a collaboration script to leverage the use of an Algorithm Visualization AV system as a tool for experimentation and reflection in the context of online collaboration. The objective of the authors' effort is to improve the learning conditions when AV systems are used as online learning tools, avoiding situations where unguided collaboration may result in suboptimal peer interaction. Results from two studies are reported, where university students collaborated online following the steps of a reciprocal peer tutoring script and using two different AV systems to visualize their solutions on specific algorithm-related learning tasks. Discourse analysis based on an appropriately extended IBIS model and further statistical analysis indicate that the use of the collaboration script enhances the task-related peer interaction and consequently the intrinsic feedback that peers receive from interacting with the AV system, something expected to lead to improved learning outcomes. The implication for AV system designers is that the inclusion of a collaboration script component in the system design is strongly encouraged as a means to augment the expected benefits from online collaborative learning tasks. #CL #TI Using textbook illustrations to extract design principles for algorithm visualizations #AU Velázquez-Iturbide, J. Ángel #YR 2013 #ED Huang, W. (eds) #CO Handbook of Human Centric Visualization #PU Springer, New York, NY #AB The literature on algorithm visualizations addresses a number of important issues for educational use, such as instructional uses, graphical formats, effort of adoption, etc. However, there is a lack of clear principles to guide the construction of educationally effective visualizations. We have addressed an analysis of visualizations concerning three basic algorithm design techniques (divide and conquer, backtracking and dynamic programming). The material was the illustrations found in a number of prestigious algorithm textbooks, which prove to be high-quality sources. One contribution of this chapter is the final list of fields used to characterize visualizations, given that they embody the key features of illustrations. A second contribution is an outline of the findings of our analysis, which are a step toward stating design principles for algorithm visualizations. #CL #TI Design and assessment of an algorithm learning tool for high school computer science #AU Avancena, Aimee Theresa and Kondo, Chika and Nishihara, Akinori #YR 2013 #CO IEEE International Conference on Teaching, Assessment and Learning for Engineering #AD Bali, Indonesia #PP 667-672 #AB This paper presents an algorithm learning tool developed for a computer science class in a science and technology high school in Japan. The learning tool offers features specifically designed for novice learners. It presents lessons and animations that aim to facilitate teaching and learning of four fundamental algorithms. The animations were based on the concept of Algorithm Visualization. Pre and posttests, questionnaires on motivation, and a software usability questionnaire were designed and implemented as evaluation instruments. Initial results show that the learning performance of students increased after using the algorithm learning tool. Evaluation of the tool demonstrates positive acceptance by the students. Results also show that a number of features of the learning tool contribute to the increase understanding of algorithms among the students. #CL #TI During automatic program animation, explanations after animations have greater impact than before animations #AU Wang, Peng and Bednarik, Roman and Moreno, Andrés #YR 2012 #CO Koli Calling '12: Proceedings of the 12th Koli Calling International Conference on Computing Education Research #PP 100-109 #AB Little is known about the effectiveness of automatic explanations in educational program visualization. We designed a study in which the order of animations and related explanations was manipulated. Two groups of a total of 18 participants interacted with either animation-first or explanation-first version of a tool. The results indicate that animation-first approach is significantly more effective. On the grounds of these findings and students' input about the explanation generation and layout, we discuss the design implications of the findings. #CL EVAL #TI The reasons might be different: Why students and teachers do not use visualization tools #AU Knobelsdorf, Maria and Isohanni, Essi and Tenenberg, Josh #YR 2012 #CO Koli Calling '12: Proceedings of the 12th Koli Calling International Conference on Computing Education Research #PP 1-10 #AB In this paper, we address the problem that despite the fact that visualization tools are one of the most investigated research fields in Computer Science Education, most teachers and students neglect utilizing existing visualization tools for teaching and learning programming, respectively. We discuss possible reasons for the problem mentioned above as well as directions for future research based on Activity Theory, a theoretical framework from developmental psychology. Therefore, this is a philosophical paper, with the purposes of briefly presenting those aspects of Activity Theory that are most relevant to the development of program visualization tools, and pursuing the implications of this theory for deepening our understanding of how these tools impact teaching and learning. #CL EVAL #TI A long-term evaluation of educational animations of functional programs #AU Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2012 #CO IEEE 12th International Conference on Advanced Learning Technologies #AD Rome, Italy #PP 26-30 #AB In this paper we study two different approaches to using program animations with educational aims: their construction by students -a constructivist and active approach- and their vision -a less active approach. In addition, we compare both approaches to a traditional teaching methodology where animations are not used. We have conducted a long-term evaluation with functional program animations using an existing IDE with visualization features called WinHIPE. Our results are mixed. Students have a positive opinion about the animations, either viewing or constructing them. While the viewing approach improves some aspect of knowledge acquisition, both approaches decrease the fail-rate. Finally, the construction approach improves the students' attitude towards the subject. Therefore, both uses of program animations should be integrated in the teaching methodology. #CL #TI Comparing the effectiveness of different educational uses of program animations #AU Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2012 #CO ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education #PP 174-179 #AB In this paper we study two different approaches to using program animations with educational aims: their construction by students -a constructivist and active approach- and their vision -a less active approach. In addition, we compare both approaches to a traditional teaching methodology where animations are not used. We have conducted an experiment with functional program animations using an existing IDE with visualization features called WinHIPE. We have analyzed the results in terms of Bloom's Taxonomy and the complexity of the topics covered. We have detected learning improvements in high levels of Bloom's Taxonomy, namely analysis and synthesis. Moreover, our results show that program animations are unnecessary for simple topics, support the joint use of vision and construction tasks in medium-complexity topics, and recommend vision tasks together with the typical methodology but without the use of animations in the most complex topics. #CL #TI Sketchmate: A computer-aided sketching and simulation tool for teaching graph algorithms #AU Van-Hornweder, Kristy Sue #YR 2012 #AD University of Tennessee, Knoxville #AB In this dissertation, we developed and tested a sketching, visualization, and simulation tool called Sketchmate for demonstrating graph algorithms commonly taught in undergraduate computer science courses. For this research, we chose to focus on shortest path and net- work flow algorithms. Two versions of this tool have been implemented: 1) an instructor tool that supports computer-aided manual simulations of algorithms that augment tradi- tional whiteboard presentations, allowing lectures to be more dynamic and interactive, and 2) a student tool that supports computer-aided manual practice of algorithms that enables students to work through homework problems more quickly while providing detailed incre- mental feedback about their performance and about how to solve a problem when they get stuck. Previous algorithm simulation systems have essentially forced instructors to narrate an algorithm as though they were describing an automated set of slides. In contrast, our tool allows instructors to manually manipulate attributes of a graph as they demonstrate an algorithm. A set of experiments was conducted using the tools. The results for the student tool showed that there was no statistically significant difference in test score improvement between Sketchmate and paper and pencil students, although they did show that Sketchmate students scored roughly one letter grade higher than paper and pencil students. Based on survey data, the students preferred using the tool to using paper and pencil. The results of the experiment involving the instructor tool showed that although there was no statistically significant difference in learning between Sketchmate and the whiteboard, both the instructor and the students preferred a Sketchmate lecture to a whiteboard lecture. #CL #TI Adaptive program animations: A proposal based on learning styles #AU Manso-González, Francisco and Urquiza-Fuentes, Jaime and Martín, Estefanía and Gómez-Gómez, Marta #YR 2012 #CO International Symposium on Computers in Education #AD Andorra la Vella, Andorra #PP 1-6. #AB The educational effectiveness of animations is still an open research line. Currently, there exist many works concluding educational benefits of animations. But there is no a clear idea about the educational impact of the different uses of animations. In fact, last results show that constructivists uses -e.g. animation construction by students- improve learning, but other less active uses as animation viewing improve learning as well. Some research lines keep open. In this paper we focus on the use of adaptive systems with program animations. The user model is based on two dimensions of the the Felder-Silverman learning styles theory: sequential-global and visual-verbal. Firstly we deal with the individual adaptations of both dimensions and secondly we study their combination. #CL #TI Visual algorithm simulation exercises with authentic data sets #AU Karavirta, Ville and Korhonen, Ari #YR 2012 #CO Towards Learning and Instruction in Web 3.0 #PP 123-137 #AB Learning data structures and algorithms requires dealing with abstractions such as stack, queue, trees, and graphs. Interactive algorithm visualizations have been used to aid learning abstract concepts and to make it more interesting. In addition to making these visualizations interactive, utilization of real life data is a good way to motivate students. In this paper, we introduce a web mashup for a student-centered approach to learn graph algorithms. The mashup is built on top of Google Maps and visualizes realistic semantic data fetched from DBPedia. The outcome is a visualization of a graph on a map where the nodes are authentic locations such as Buildings in Tokyo, and the weighted edges denote the distances between locations. The students simulate graph algorithms such as Dijkstra’s shortest-path algorithm by clicking nodes or edges on the graphs, thus better engaging with the visualization than in case of abstract data often provided in textbooks. In this paper, we report on our first experiences with students using these exercises. Comments from students show that they value exercises utilizing authentic data as they concretize the visualizations. We conclude that mashups are a feasible way to develop new educational tools rapidly. #CL #TI Integrating algorithm visualization video into a first-year algorithm and data structure course #AU Crescenzi, Pilu and Malizia, Alessio and Verri, M. Cecilia and Díaz, Paloma #YR 2012 - JSTOR #JR Journal of Educational Technology & Society #VO 15 #NR 2 #PP 115-124 #AB In this paper we describe the results that we have obtained while integrating algorithm visualization (AV) movies (strongly tightened with the other teaching material), within a first-year undergraduate course on algorithms and data structures. Our experimental results seem to support the hypothesis that making these movies available significantly improved students' performances. Moreover, the movies were highly appreciated by the students (both from a comprehensibility point of view and from a usefulness point of view), even though with a low attitude towards the emerging video pod-cast technology. Finally, our results indicate the necessity of integrating the AV movies with audio comment, which seems to be one of the most interesting research question left open by our study. #CL #TI Visualgo #AU Halim, Steven #YR 2011 #AD visualgo.net #CL #TI Dynamic programming and branch and bound algorithm animations using a PEAV format #AU Leska, Chuck #YR 2011 #JR Journal of Computing Sciences in Colleges #VO 26 #NR 3 #PP 67-74 #AB This paper reports on a collection of algorithm animations of dynamic programming and branch-and-bound problems developed in JHAVÉ. After a discussion on how these algorithm animations meet the criteria for a pedagogically effective algorithm visualization (PEAV), it presents the collection of algorithms available and for each type an example is used to illustrate the materials available and their potential. The paper also describes their use in two courses and together with observations about their effectiveness. #CL #TI OpenDSA: beginning a community active-eBook project #AU Shaffer, Clifford A. and Karavirta, Ville and Korhonen, Avi and Naps, Thomas L. #CO In Proc. of the 11th Koli Calling International Conference on Computing Education Research #YR 2011 #PP 112-117 #AD https://opendsa-server.cs.vt.edu #AB In this paper, we present our vision for OpenDSA, an open-source, community-based effort to create a complete active-eBook for Data Structures and Algorithms courses at the undergraduate level. We define active-eBooks as going beyond classic hyper textbooks, being a close integration of text and images with interactive visualizations/simulations and assessment activities. The OpenDSA project is meant to proceed with broad participation from the CS Education community, with maximum flexibility on reuse of materials, and with the ability for a given instructor to pick and choose material from the collection and modify as desired. We discuss the goals of the project, our initial community organization efforts, and the technical infrastructure that we envision for the project. Initial progress is described. #CL #TI Truly interactive textbooks for computer science education #AU Shaffer, Clifford A. and Naps, Thomas L. and Fouh, Eric #YR 2011 #CO 6th Program Visualization Workshop #AB The dream of an electronic textbook has been actively pursued for at least two decades. Goals include (i) improving exposition through a richer collection of technologies than are available through print textbooks, and (ii) increase student engagement with the material, in order to get them to learn at a higher level in Bloom’s taxonomy (Naps et al., 2002). Instead of merely viewing material, we can hope to use frequent assessment (by asking questions) to get them responding, and through interactive activities get them to change and construct virtual artifacts. We will use the term hypertextbook to refer to an electronic textbook that integrates interactive exercises and assessment. See (Rößling et al., 2006; Ross and Grinder, 2002) for background on efforts to define and implement the hypertextbook. In this paper, we discuss our plans to create a hypertextbook for a complete semester course in Data Structures at the Sophomore level. Data Structures and Algorithms as a topic can particularly benefit from the use of advanced technology to aid explanation of the dynamic processes that make up the essence of an algorithm, and which can be difficult to convey using words and images. Therefore, our particular focus is on the use of algorithm visualization (Shaffer et al., 2010; Naps et al., 2002) as a means both to deliver the necessary dynamic exposition, and to increase student interaction with the material. We will discuss how research results indicating the value of AVs combined with a lack of progress in uptake of AVs in actual courses leads us to the conclusion that a complete semester-long course package is the right way to go. We describe our plans for implementation, including a discussion of relevant technology for the project. #CL #TI Surveying the world of visualization #AU Lindquist, Evert #AD Australian National University #YR 2011 #AB The great strides in computing, graphics and information technology, and the widespread use of the web and communications technologies have rapidly changed the landscape for conveying and analyzing data and other information. From a technological perspective, the possibilities for identifying ways to generate and project images seem boundless. From a user perspective, individuals are consuming and absorbing information in far more diverse ways, and, regardless of personal cognitive styles, they are more familiar with hypermedia technology and new ways to convey visual information. Indeed, the field of ‘visualization’ has been taking shape, with research institutes, university courses, web sites, and practitioner and scholarly conferences, and textbooks proliferating, with great enthusiasm and considerable momentum. The practice of visualization, though of great interest to many people, can mean very different things and the field has many streams, even though scholars and practitioners often look back to similar sources of inspiration in mapping, graphing, and more. Some of these visualization streams overlap, but there are distinct areas flowing from inputs, visualization technologies, goals, and even proximate target audiences. Some areas of visualization streams rely heavily on securing, transforming and projecting data, while others are focused more on visual means for facilitating analysis or dialogue without necessarily relying on data. The purpose of this paper is to provide an overview and survey of the rapidly growing field of ‘visualization’ as background for the HC Coombs Policy Forum project Grappling with Complex Policy Challenges: Exploring the Potential of Visualization Technologies for Analysis, Advising and Engagement and as a complement to the related discussion paper. The discussion paper is best understood as considering the ‘demand-side’ possibilities and challenges for selecting and working with different visualization technologies, while this paper focuses on the ‘supply- side’ seeking to give a sense of the evolution, diversity, and key issues of this field. Having a broad sense of the visualization landscape should assist project participants from the Australian Government with exchanging their department and agency experiences with different visualization technologies. #CL #TI Constructivist and constructionist approaches to constructing algorithm visualizations: A proposal #AU Lee, Ming Han and Rößling, Guido #YR 2011 #CO IEEE 11th International Conference on Advanced Learning Technologie #AD Athens, GA, USA #PP 171-173 #AB The didactic focus on algorithm visualization (AV) in CS education has been shifting to the construction of AV by students. Based on the principles of Constructivism and Constructionism and our observation, we propose approaches to constructing algorithm visualizations that may have been overlooked in the current practice of AV design, implementation and deployment. #CL #TI Computer games for algorithm learning #AU Shabanah, Sarah Siraj #YR 2011 #VO Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches #AB Data structures and algorithms are important foundation topics in computer science education. However, they are often complex and hard to understand. Therefore, this chapter introduces a new learning strategy that benefits from computer games’ popularity and engagement to help students understand algorithms better by designing computer games that visualize algorithms. To teach an algorithm, an educational computer game, namely an Algorithm Game must have a game-play that simulates the behavior of the visualized algorithm and graphics depict the features of its data structure. Algorithm games attract students to learn algorithm using active engagement, enjoyment, and internal motivation. Algorithm Games attributes and genres that make them suitable to visualize algorithms have been specified. Various concepts in computer game design have been applied in the development of several algorithm games prototypes for algorithms, such as Binary Search, Bubble Sort, Insertion Sort, Selection Sort, Linked List, and Binary Search Tree Operations. #CL #TI Practical applications and considerations of Visual teaching #AU Chang, Junming #YR 2011 #CO IEEE International Symposium on IT in Medicine and Education #AD Guangzhou, China #PP 453-455 #AB With the rapid development in computer technology, visualization technology has plays an important role in improving teaching. However, its effectiveness is far behind the expectation. The paper discusses practical reasons that lead to difficulties in achieving desired results when Visual teaching is applied in practices. Discussions focus on sustainable development, software design, cognitive load, approaches, cultural integration, and teaching effectiveness in practical applications. It would be helpful to review and analyze activities in practical applications of visual teaching. #CL #TI Interactivity in Data Structures and Algorithm Courses with SKA for RBTs #AU Davis-Owusu, Kadian and Hamilton-Taylor, Ashley George #YR 2011 #JR International Journal of Innovation and Technology Management #VO 2 #NR 1 #PP 13-18 #AB Developments in multimedia and e-learning software have prompted many academics to express interest in using educational software. In our research, we have designed an extension of an algorithm visualization (AV) system, with the goal of enhancing the learning of students within a data structures and algorithms course. We were primarily concerned with designing an AV system to meet its users’ needs. Therefore, we used a user-centred design approach to design the extension of the AV system. This journal reports on the impact of using multimedia technologies within a data structures and algorithms context. A highly interactive red-black tree (RBT) AV based on SKA (Support Kit for Animation) was designed and evaluated with a group of undergraduate students. Student performance was evaluated through a pre- and post-test and the results show a significantly improved post-test performance by the students. Based on the results of this study, the authors suggest the feasibility of using multimedia in e-learning #CL #TI Toward replicating handmade algorithm visualization behaviors in a digital environment: A pre-study #AU Lee, MH and Ming-Han and Rößling, Guido #YR 2011 #CO ITiCSE '11: Proceedings of the 16th annual joint conference on Innovation and technology in computer science education #PP 198-202 #AB Low fidelity algorithm visualizations (AV) made manually using simple art supplies are believed to have several pedagogical advantages over high fidelity visualizations generated by computer. Our research thus aims to introduce the kind of paper-and-pen, handmade AV construction experience into a computer-based environment. We videotaped ten students constructing handmade visualizations of their chosen algorithms to determine user behaviors we need to translate into an AV system. Eight key operational behaviors are identified, which leads to further derived operational behaviors. Based on the pre-study, we propose three new lo-fi AV design requirements. Implementation of a browser-based AV system that supports these operational behaviors and meets these design requirements is underway. #CL #TI Animation for Visualization: Opportunities and Drawbacks #AU Fisher, Danyel #YR 2010 #VO Beautiful Visualization by Julie Steele, Noah Iliinsky #PU O'Reilly #AB DOES ANIMATION HELP build richer, more vivid, and more understandable visualizations, or simply confuse things? The use of Java, Flash, Silverlight, and JavaScript on the Web has made it easier to distribute animated, interactive visualizations. Many visualizers are beginning to think about how to make their visualizations more compelling with animation. There are many good guides on how to make static visualizations more effective, and many applications support interactivity well. But animated visualization is still a new area; there is little consensus on what makes for a good animation. The intuition behind animation seems clear enough: if a two-dimensional image is good, then a moving image should be better. Movement is familiar: we are accustomed to both moving through the real world and seeing things in it move smoothly. All around us, items move, grow, and change color in ways that we understand deeply and richly. In a visualization, animation might help a viewer work through the logic behind an idea by showing the intermediate steps and transitions, or show how data collected over time changes. A moving image might offer a fresh perspective, or invite users to look deeper into the data presented. An animation might also smooth the change between two views, even if there is no temporal component to the data. #CL #TI A comprehensive taxonomy of algorithm animation languages #AU Karavirta, Ville and Korhonen, Ari and Malmi, Lauri and Naps, Thomas #YR 2010 #JR Journal of Visual Languages & Computing #VO 21 #NR 1 #PP 1-22 #AB In this paper, we present a taxonomy of algorithm animation languages that augments Price's well-known taxonomy of software visualization. Whereas Price's taxonomy is directed to classifying features and characteristics of visualization systems, the new taxonomy focuses on evaluating current animation languages. The taxonomy can be used by algorithm visualization system designers as a tool to compare visualization system languages with each other as well as for designing and implementing new systems and language features. In addition, the taxonomy provides guidelines to the features that are needed for transferring animations between systems. This is an ongoing project that elaborates upon the work reported on in a briefer version of the taxonomy. #CL #TI Algorithm animation and its applications in instruction #AU Jin, Bingyao and Jin, Mingmei and Xue, Xiaoqing #YR 2010 #CO 3rd IEEE International Conference on Ubi-Media Computing #AD Jinhua, China #PP 272-276 #AB Algorithm animation is one particular form of software visualization and is concerned with dynamic and interactive graphical displays of an algorithm's fundamental operations. Through it, learners can be easily to learn the difficult concepts of data structures and algorithms. An overview of algorithm animation and its applications in data structures and algorithms instruction was presented in this paper. We started by defining the concept of algorithm animation and its features. Next, we briefly introduced the history of algorithm animation. Then, we reviewed a series of educational experiences in using algorithm animation. Finally, in order to maximize the teaching potential of algorithm animation, we offered some advice on its design and application. The plan of our future work was also given in this paper. Note that a brief comparative analysis between China and other countries on the research of algorithm animation are presented in the necessary places of the paper. #CL #TI A Preliminary Framework for Algorithm Animation-Based Language System #AU Jin, Bingyao and Xue, Xiaoqing and Jin, Mingmei #YR 2010 #CO 3rd IEEE International Conference on Ubi-Media Computing #AD Jinhua, China #PP 233-236 #AB Pedagogical algorithm animation systems produce graphical representations that aim to assist learners in understanding the dynamic behavior of computer algorithms. In order to foster active learning, educators have explored algorithm animation systems that empower learners to construct their own animations of algorithms under study. Notably, these systems support a similar development model in which coding the algorithm is temporally distinct from viewing and interacting with the resulting visualization. Given that novice learners are known to lack robust mental models of how code executes, they would especially stand to benefit from a more dynamic programming model that narrows the gap between coding an algorithm and viewing its visualization. We have implemented “What You See Is What You Code”, a novel, “radically dynamic” programming model to facilitate learner-constructed algorithm animations in our Preliminary Framework of the Language System. In this model, the line of algorithm code currently being edited is re-evaluated on every edit, leading to the dynamic update of an accompanying animation of the algorithm. The immediacy of the model's feedback can help novices to quickly identify and correct programming errors, and ultimately to understand their code's execution. #CL #TI Algorithm visualization: The state of the field #AU Shaffer, Clifford A. and Cooper, Matthew L. and Alon, Alexander Joel D. and Akbar, Monika and Stewart, Michael and Ponce, Sean and Edwards, Stephen H. #YR 2010 #JR ACM Transactions on Computing Education #VO 10 #NR 3 #PP 1-22 #AB We present findings regarding the state of the field of Algorithm Visualization (AV) based on our analysis of a collection of over 500 AVs. We examine how AVs are distributed among topics, who created them and when, their overall quality, and how they are disseminated. There does exist a cadre of good AVs and active developers. Unfortunately, we found that many AVs are of low quality, and coverage is skewed toward a few easier topics. This can make it hard for instructors to locate what they need. There are no effective repositories of AVs currently available, which puts many AVs at risk for being lost to the community over time. Thus, the field appears in need of improvement in disseminating materials, propagating known best practices, and informing developers about topic coverage. These concerns could be mitigated by building community and improving communication among AV users and developers. #CL #TI The design of Alice #AU Cooper, Stephen #YR 2010 #JR ACM Transactions on Computing Education #VO 10 #NR 4 #PP 1-16 #AB This article explores the major design characteristics (both pedagogic as well as technical) that helped to shape Alice 2. It identifies several strengths of Alice as well as several weaknesses. An example problem is solved in Alice, covering many of the design characteristics. Finally, the effects and impacts of Alice instruction are presented, and the future directions of Alice development are provided. #CL #TI Designing computer games to teach algorithms #AU Shabanah, Sarah Siraj and Chen, Jim X. and Wechsler, Harry and Carr, Daniel and Wegman, Edward #YR 2010 #CO Seventh International Conference on Information Technology: New Generations #AD Las Vegas, NV, USA #PP 1119-1126 #AB Data structures and algorithms are important foundation topics in computer science education. However, they are often complex and hard to understand. Therefore, we introduce a new learning strategy that benefits from computer games' popularity and engagement to help students understand algorithms better by designing computer games that visualize algorithms. To teach an algorithm, an educational computer game, namely an algorithm game, must have a game-play that simulates the behavior of the visualized algorithm and graphics depict the features of its data structure. #CL #TI How does collaboration affect algorithm learning? A case study using TRAKLA2 algorithm visualization tool #AU Rajala, Teemu and Salakoski, Tapio and Kaila, Erkki and Laakso, Mikko-Jussi #YR 2010 #CO 2nd International Conference on Education Technology and Computer #AD Shanghai, China #PP V3-504-V3-508 #AB Algorithm visualization tools can potentially be used to help novices to learn the abstract concepts of algorithms and data structures. Still, the methods of using such tools must be carefully considered. We conducted a study to find out if the TRAKLA2 algorithm visualization tool can be used to teach these concepts effectively. Moreover, we wanted to find out if there is a difference in learning when students use the tool in collaboration with another student. Students participated in a two-hour lab session, where half of them used the tool independently, and the other half in collaboration with a peer. We found out, that using the tool had a substantial effect on the learning outcome for both groups. However, the collaborative use did not have any additional effect on the learning. #CL #TI Integrating categories of algorithm learning objective into algorithm visualization design: a proposal #AU Lee, Ming-Han and Rößling, Guido #YR 2010 #CO ITiCSE '10: Proceedings of the fifteenth annual conference on Innovation and technology in computer science education #PP 289-293 #AB Algorithm Visualization (AV) can be analyzed and evaluated through three properties: the symbol system, the interactivity, and the didactic structure. While the relationship between various symbol systems have been researched and efforts to increase learner and AV interaction are being made, the importance and potential of the didactic structure of AV is yet to be explored. In view of this deficiency, this paper proposes Categories of Algorithm Learning Objective (CALO) as a pedagogical framework for designing and structuring AV. Based on seven non-hierarchical learning objectives commonly found in CS education, CALO provides a conceptual framework for a more learner-centered design, as well as a shared language for educators, learners and designers for communication and evaluation. #CL #TI Simplifying algorithm learning using serious games #AU Shabanah, Sarah Siraj #YR 2010 #AD George Mason University #AB Data structures and algorithms are important foundation topics in computer science education. However, they are often complex and hard to understand. As a result, educational tools, such as algorithm visualization systems, are always needed to help students better learn and understand al- gorithms. The focus on graphics and sound instead of pedagogical aspects in the design of current algorithm visualization systems undermines effectiveness in teaching algorithms. In addition, most algorithm visualization systems lack features that encourage student engagement. This research ad- dresses some required issues in creating algorithm visualization techniques by integrating learning theories and models in algorithm learning and by visualizing algorithms using computer games to fully engage students in the algorithm learning process. A new algorithm visualization and learning approach, namely Algorithm Visualization using Serious Games (AVuSG), has been introduced. It visualizes algorithms using educational or serious games to benefit from their popularity and en- gagement to motivate students who are learning algorithms. Moreover, it facilitates the students’ assessment using the winning-losing criteria of computer games without the need for external ques- tions. The conceptual framework of AVuSG visualizes the algorithm to be learned using three forms of representations: Text, Flowchart, and Computer Game. Moreover, it defines three types of learn- ing processes: Viewing,Playing, and Designing, which learners can use to engage with any of the three forms of the produced algorithm visualizations. #CL #TI Teaching algorithms with the use of a web-based scripted collaboration environment and algorithm visualization tool: results from a case study #AU Foutsitzis, Christos G. and Demetriadis, Stavros N. #YR 2010 #CO International Conference on Intelligent Networking and Collaborative Systems #AD Thessaloniki, Greece #PP 116-123 #AB In this paper we present data from a case study examining the influence of employing a reciprocal peer tutoring script in an algorithm visualization environment for educational purposes. We discuss the results as occurred in the context of a web-based collaboration activity in the “algorithms analysis”, computer science course. For this purpose we have designed and implemented AlCoLab, a web based environment, which provided the platform for our project. In the course of the activity, students interacted with the AV tool and followed the steps of a collaboration script, which led them to play roles as tutors and tutees, setting key questions and urge them to discuss critical issues on the subject of the merge sort algorithm. Based on our literature research on AV systems and CSCL, we claim, as the outcome of our case study illustrates, that an embedded instructional component, which enables student collaboration, is adequate to direct the students' interactions and dialogues on task related subjects and advance the process of algorithms' teaching. Additionally it provided useful information to improve the effectiveness of the AlCoLab tool. #CL #TI Applications of visual algorithm simulation #AU Korhonen, Ari #YR 2010 #VO Handbook of Research on Discrete Event Simulation Environments: Technologies and Applications #AB Understanding data structures and algorithms is an integral part of software engineering and elementary computer science education. However, people usually have difficulty in understanding abstract concepts and processes such as procedural encoding of algorithms and data structures. One way to improve their understanding is to provide visualizations to make the abstract concepts more concrete. In this chapter, we represent a novel idea to promote the interaction between the user and the algorithm visualization system called visual algorithm simulation. As a proof of concept, we represent an application framework called Matrix that encapsulates the idea of visual algorithm simulation. The framework is applied by the TRAKLA2 learning environment in which algorithm simulation is employed to produce algorithm simulation exercises. Moreover, we discuss the benefits of such exercises and applications of visual algorithm simulation in general. #CL #TI The AlgoViz Project: Building an Algorithm Visualization Web Community #AU Alon, Alexander Joel Dacara #YR 2010 #AD Virginia Tech #AB Algorithm visualizations (AVs) have become a popular teaching aid in classes on algorithms and data structures. The AlgoViz Project attempts to provide an online venue for educators, students, developers,researchers, and other AV users. The Project is comprised of two websites. The first, the AlgoViz Portal, provides two major informational resources: an AV catalog that provides both descriptive and evaluative metadata of indexed visualizations, and an annotated bibliography of research literature. Both resources have over 500 entries and are actively updated by the AV community. The Portal also provides field reports, discussion forums, and other community-building mechanisms. The second website, OpenAlgoViz, is a SourceForge site intended to showcase exemplary AVs, as well as provide logistical and hosting support to AV developers. #CL #TI A Little of that Human Touch in the Algorithm Visualization Construction Approach #AU Lee, Ming-Han and Rößling, Guido #YR 2010 #CO E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education #AD Orlando, Florida, USA #PP 1400-1404 #AB Current approaches to algorithm visualization (AV) construction run the gamut from low-level programming to sketching on the Natural User Interface (NUI). While we witness a constant improvement in terms of ease of use and learning curve, existing methods still strike us as somewhat wanting in naturalness, if not downright restrictive. Based on observations of an on-going study, we argue that in addition to drawing any graphics, students should also be able to directly manipulate the sketched graphics and control their movement. Moreover, recording of students’ spoken explanation during the construction process should be supported by the AV system. By integrating hand movement and voice narration, two basic human affordances, into a new focus of the algorithm visualization construction approach, our work-in-progress aims to replicate the kind of low-tech, pen-and-paper AV construction experience and translates it into a computer-based AV system. #CL #TI Interaction promotes collaboration and learning: Video analysis of algorithm visualization use during collaborative learning #AU Laakso, Mikko-Jussi and Myller, Niko and Korhonen, Ari #YR 2009 #CO WEBIST 2009: Web Information Systems and Technologies #AD Lisbon, Portugal #PP 198-211 #AB We report a study on collaborative learning with Algorithm Visualizations (AV). We have previously confirmed the hypothesis that students’ higher engagement has a positive effect on learning outcomes when they learn collaboratively. Thus, in this paper the analysis is targeted on students’ collaborative learning process in order to find phenomena that explain the learning improvements. In the video and audio analysis of the learning sessions, we have identified that the amount of collaboration and discussion increase when the level of engagement increases. Furthermore, the groups that used visualizations on higher level of engagement, discussed the learned topic on different levels of abstraction whereas groups that used visualizations on lower levels of engagement tended to concentrate more on only one aspect of the topic. Therefore, one of our conclusions is that the level of engagement indicates, not only the learning performance, but also the amount of on-topic discussions in collaboration. Furthermore, based on previous literature, we claim that the amount and quality of discussions explain the learning performance differences when students use visualizations in collaboration on different levels of engagement. #CL #TI Binary search tree visualization algorithm #AU Borovskiy, V. and Müller, J. and Schapranow, M.-P. and Zeier, A. #YR 2009 #CO 16th International Conference on Industrial Engineering and Engineering Management #AD Beijing, China #PP 108-112 #AB Binary search tree is a very common data structure in computer programming. Working with large BSTs can become complicated and inefficient unless a programmer can visualize them. This article contributes with two BST visualization algorithms that draw a tree in time linearly proportional to the number of nodes in a tree. #CL #TI SWAN: A Student-Controllable Data Structure Visualization System #AU Shaffer, Clifford A. and Heath Lenwood and Yang, Jun and Nielsen, Jeffrey M. #YR 2009 #AB Swan is a data structure visualization system. Its main purpose is to allow the user to visualize the data structures and the basic execution process of a C/C ++ program. Swan views a data structure as a graph or a collection of graphs. By "graph," we include both general directed and undirected graphs and special cases such as trees, lists and arrays. As a part of Virginia Tech's NSF Educational Infrastructure Grant, Swan will be used in two ways: by instructors as a teaching tool for data structures and algorithms, and by students to animate their own programs and to understand how and why their programs do or do not work. #CL #TI A survey of successful evaluations of program visualization and algorithm animation systems #AU Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2009 #CO ACM Transactions on Computing Education #VO 9 #NR 2 #PP 1-21 #AB This article reviews successful educational experiences in using program and algorithm visualizations (PAVs). First, we survey a total of 18 PAV systems that were subject to 33 evaluations. We found that half of the systems have only been tested for usability, and those were shallow inspections. The rest were evaluated with respect to their educational effectiveness. Script-based systems seem to be well suited for the viewing, responding, and changing engagement levels, while compiler-based systems do well for the construction and presenting engagement levels. Finally, we analyze additional PAV features of successful evaluations and hypothesize that they are relevant. #CL #TI Seamless merging of hypertext and algorithm animation #AU Karavirta, Ville #YR 2009 #JR ACM Transactions on Computing Education #VO 9 #NR 2 #PP 1-18 #AB Online learning material that students use by themselves is one of the typical usages of algorithm animation (AA). Thus, the integration of algorithm animations into hypertext is seen as an important topic today to promote the usage of algorithm animation in teaching. This article presents an algorithm animation viewer implemented purely using HTML and JavaScript. The viewer is capable of viewing animations in Xaal (eXtensible Algorithm Animation Language), a language designed to allow easy transformation of AAs between various formats. This solution is extremely suited for use in hypertext learning material due to the advanced interaction possibilities between learning material (HTML) and the animation. #CL #TI Algorithm library based on algorithmic cyberFilms #AU Watanobe, Yutaka and Mirenkov, Nikolay and Yoshioka, Rentaro #YR 2009 #JR Knowledge-Based Systems #VO 22 #NR 3 #PU Elsevier #PP 195-208 #AB A library of algorithms developed as algorithmic cyberFilms is presented. Algorithmic cyberFilms are a new type of software components for presentation, specification/programming and automatic code generation of computational algorithms. The algorithmic cyberFilm format is implemented as a set of multimedia frames (and scenes), and each component is represented by frames of algorithmic skeletons representing dynamical features of an algorithm, by frames of integrated view providing static features of the algorithm in a compact format, and by corresponding template codes supporting the program generation. We developed a library which is a collection of basic and advanced algorithms taught at universities, including computation on grids, trees and graphs. In this paper, we present basic constructs of visual languages which are used for representing cyberFilms as well as for demonstrating the library components. We also provide a general overview of the library and its features. In addition, we discuss results of experiments which were conducted to verify the usability of the library components and their usefulness in education. #CL #TI Facilitating algorithm visualization creation and adoption in education #AU Karavirta, Ville #YR 2009 #AB The research question of this thesis was: How can we develop algorithm animations (AA) and AA systems further to better facilitate the creation and adoption of AA in education? The motivation for tackling this issue is that algorithm animation has not been widely used in teaching computer science. One of the main reasons for not taking full advantage of AA in teaching is the lack of time on behalf of the instructors. Furthermore, there is a shortage of ready-made, good quality algorithm visualizations. The main contributions are as follows: * Effortless Creation of Algorithm Animation. We define a Taxonomy of Effortless Creation of Algorithm Animations. In addition, we introduce a new approach for teachers to create animations by allowing effortless on-the-fly creation of algorithm animations by applying visual algorithm simulation through a simple user interface. * Proposed Standard for Algorithm Animation language. We define a Taxonomy of Algorithm Animation Languages to help comparing the different AA languages. The taxonomy and work by an international working group is used to define a new algorithm animation language, eXtensible Algorithm Animation Language, Xaal. * Applications of Xaal in education. We provide two different processing approaches for using and producing Xaal animations with existing algorithm animation systems. In addition, we have a framework aiding in this integration as well as prototype implementations of the processes. Furthermore, we provide a novel solution to the problem of seamlessly integrating algorithm animations with hypertext. In our approach, the algorithm animation viewer is implemented purely with JavaScript and HTML. Finally, we introduce a processing model to easily produce lecture slides for a common presentation tool of Xaal animations. #CL #TI Predictive vs. passive animation learning tools #AU Taylor, David Scot and Lurie, Andrei F. and Horstmenn, Cay S. and Johnson, Menko B. and Sharma, Sean K.Yin, Edward C. #YR 2009 #CO SIGCSE '09: Proceedings of the 40th ACM technical symposium on Computer science education #PP 494-498 #AB We investigate the effectiveness of a predictive interaction animation tool for understanding graph algorithms. We compare performance improvement of students after they have used two different animation tools for the given algorithms, when one of the tools forces a more active, predictive approach while the other is a more traditional animation. Results show significant improvement in performance after students use the predictive tool. #CL #TI Layered architecture for automatic generation of conflictive animations in programming education #AU Moreno, Andres and Joy, Mike and Myller, Niko and Sutinen, Erkki #YR 2009 #JR IEEE Transactions on Learning Technologies #VO 3 #NR 2 #PP 139-151 #AB Fundamental concepts of programming and data structures are usually taught with graphical tools such as simulations and animations. Conflictive animations have been proposed to improve students' understanding of programming concepts. In conflictive animations, errors are introduced in the animations to motivate students to constantly check their knowledge against what is being animated. We have implemented a framework in an animation tool that allows the automatic generation of conflictive animations of statements, expressions, and other programming constructs. The automatic generation is challenging due to the alternative paths execution can take and their side effects. The architecture of the tool consists of several layers that can alter the normal interpretation or visualization of the program. The framework and the tool have been evaluated by creating conflictive animations of two programming concepts-for-loops and inheritance-and by running a set of 27 examples taken from Java textbooks. Of these, over two thirds (19) required no modification or only minor changes to create the conflictive animations. The reasons that the remaining examples did not generate conflictive animations automatically were divided between the layered architecture used and the example program itself. #CL #TI Program and Algorithm Visualization in Education #AU Rößling, Guido and Velázquez-Iturbide, J. Ángel #YR 2009 #JR ACM Transactions on Computing Education #VO 9 #NR 2 #PP 1-6 #AB This special issue presents extended versions of six papers presented at the 5th Program Visualization Workshop (PVW’08). The articles deal with many of the issues relevant to program and algorithm visualization in education. This foreword introduces these issues to better understand the challenges addressed by every article, and their relevance, as well as the articles featured. These issues are evaluation of program and algorithm visualization, integration of visualization and narratives into hypertextbooks, embedding of interactive quizzes into visualizations, and several classes of program visualization. #CL #TI Work in progress: Automatic generation of algorithm animations for lecture slides #AU Seppälä, Otto and Karavirta, Ville #YR 2009 #JR Electronic Notes in Theoretical Computer Science #VO 224 #PP 97-103 #AB Algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recently XML based formats for the two major presentation tools have been introduced. We present a method and a prototype implementation which allows creation of algorithm animations in the ODF format. This allows integrating the animation seamlessly within the lecture material. #CL #TI Teaching and learning page replacement algorithms using a Java-based visualization tool #AU Suranauwarat, Sukanya #YR 2009 #CO WSEAES 13th international conference on Computers #AB This paper presents a Java-based visualization tool that uses graphical animation to convey the concepts of various page replacement algorithms. This tool is unique in a number of respects. First, it differentiates the read-access pages from the write-access ones, since the cost of replacing a page that has been modified is greater than for one that has not. Second, it allows the user to practice and test his understanding of the concepts he has learnt through a very easy-to-use graphical user interface. Third, it allows the user to compare the performance of two different algorithms or that of the same algorithm with different conditions in an easy manner. This tool can be used by teachers and students in Operating Systems courses as a teaching and learning aid or by anyone who is interested in page replacement algorithms. Key-Words: Algorithm Animation, Visualization Tool, Computer Science Education, Page Replacement Algorithms, and Operating System #CL #TI Towards the use of metaphors in the design and implementation of educational software: a case study #AU Kordaki, Maria and Strimpakos, George and Charalampidis, Zisis #YR 2009 #CO EdMedia + Innovate Learning #AD Honolulu, HI, USA #AB This paper presents a case study that illustrates the significance of using metaphors in the design of educational software through a specific example for the learning of basic concepts of Operating Systems (OS)by beginers.Constructivist and social views of learning have also taken into account. Our software helps students study scheduling, using a simple and fundamental algorithm - the Priority Round-Robin (PRR) algorithm, used for scheduling in most OS. The architecture of the proposed software consists of two main parts: a) an information space where students are provided with opportunities to access appropriate information about OS and b) an experimentation space that allows students to take control of their learning by forming their own set of tasks, assigning them priorities and durations. This architecture could be used for the learning of diverse scheduling algorithms. Finally, the system provides learners with feedback demonstrating the correct scheduling of the proposed tasks so that they can make self corrections. #CL #TI Semi-automatic generation of three-dimensional visual algorithm simulations #AU Baker, Ashraf Abu #YR 2009 #AD Universitatsbibliothek Johann Christian Senckenberg #AB Algorithms and data structures constitute the theoretical foundations of computer science and are an integral part of any classical computer science curriculum. Due to their high level of abstraction, the understanding of algorithms is of crucial concern to the vast majority of novice students. To facilitate the understanding and teaching of algorithms, a new research field termed "algorithm visualisation" evolved in the early 1980's. This field is concerned with innovating techniques and concepts for the development of effective algorithm visualisations for teaching, study, and research purposes. Due to the large number of requirements that high-quality algorithm visualisations need to meet, developing and deploying effective algorithm visualisations from scratch is often deemed to be an arduous, time-consuming task, which necessitates high-level skills in didactics, design, programming and evaluation. A substantial part of this thesis is devoted to the problems and solutions related to the automation of three-dimensional visual simulation of algorithms. The scientific contribution of the research presented in this work lies in addressing three concerns: - Identifying and investigating the issues related to the full automation of visual simulations. - Developing an automation-based approach to minimising the effort required for creating effective visual simulations. - Designing and implementing a rich environment for the visualisation of arbitrary algorithms and data structures in 3D. The presented research in this thesis is of considerable interest to (1) researchers anxious to facilitate the development process of algorithm visualisations, (2) educators concerned with adopting algorithm visualisations as a teaching aid and (3) students interested in developing their own algorithm animations. #CL #TI Analysis of ideogram and non-speech audio techniques in algorithm animations #AU Hohenstern, Joseph H. #YR 2009 #AD The University of Georgia #AB Algorithm animation (AA) involves the process of cycling through and graphically generating a series of snapshots taken of an algorithm’s critical states over the course of its execution. Professionals in the computing community have a strong intuition that these forms of visualization act as powerful pedagogical tools to foster student comprehension and learning of an algorithm’s abstract notations. However, this popular belief has left researchers wondering about AA effectiveness due to its mixed performance in studies and underutilized in education. Since viewers rely heavily on visual stimuli when viewing an AA, the extra burden could hinder their performance in the comprehension of algorithms. It is the goal of this study to lessen the burden on the visual stimuli by using non-speech audio to reinforce and/or replace some graphical representations. Another technique we examine is the use of ideograms to make AAs more clear and concise. #CL #TI ??? Web-Based Algorithm and Program Visualization for Education #AU Pareja-Flores, Cristóbal and Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2009 #CO Encyclopedia of Information Science and Technology, Second Edition #AB Probably, the most common use of the Web for programming courses is as a communication medium, facilitating submission and administration of assignments and grades (Burd, 2000). Another common use of the Web for programming education is as a public repository of high quality problems, such as the Lab Repository (Knox, 2006) and the ACM International Collegiate Programming Contest (Skiena & Revilla, 2003). Web sites may also host other resources, such as slides and audio lectures (Skiena & Revilla, 2003), algorithm animations (Brummond, 2001), or programming tools (English, 2001). These collections have no structure or, at best, are lineally or hierarchically structured, but more advanced repositories are possible. In this case, a management system must be delivered that, using (semi)structured mark-up languages, allows retrieving, maintaining, and publishing. A good representative is the eXercita system (Gregorio-Rodríguez et al., 2000, 2002). Finally, programming tools have been ported to be executed on the Web (Pareja-Flores & Velázquez-Iturbide, 2002). This article describes a different class of Web-based tools for programming education, namely tools for algorithm and program visualization. After the Background section, we describe the evolution of these systems, educational uses, and lessons learned. Finally, we outline future trends in the use of the Web for programming education and our personal conclusions. #CL #TI Comparing learning performance of students using algorithm visualizations collaboratively on different engagement levels #AU Laakso, Mikko-Jussi and Myller, Niko and Korhonen, Ari #YR 2009 #JR Journal of Educational Technology & Society #VO 12 #NR 2 #PP 267-282 #AB In this paper, two emerging learning and teaching methods have been studied: collaboration in concert with algorithm visualization. When visualizations have been employed in collaborative learning, collaboration introduces new challenges for the visualization tools. In addition, new theories are needed to guide the development and research of the visualization tools for collaborative learning. We present an empirical study, in which learning materials containing visualizations on different Extended Engagement Taxonomy levels were compared, when students were collaboratively learning concepts related to binary heap. In addition, the students' activities during the controlled experimental study were also recorded utilizing a screen capturing software. Pre- and post-tests were used as the test instruments in the experiment. No statistically significant differences were found in the post-test between the randomized groups. However, screen capturing and voice recording revealed that despite the randomization and instructions given to the students, not all of the students performed on the engagement level, to which they were assigned. By regrouping the students based on the monitored behavior, statistically significant differences were found in the total and pair average of the post-test scores. This confirms some of the hypothesis presented in the (Extended) Engagement Taxonomy. #CL #TI Pathfinder: A visualization eMathTeacher for actively learning Dijkstra's algorithm #AU Sánchez-Torrubia, M.G. and Torres-Blanc, C. and López-Martínez, M.A. #YR 2009 #JR Electronic Notes in Theoretical Computer Science #VO 224 #PP 151-158 #PU Elsevier #AB PathFinder is a new eMathTeacher for actively learning Dijkstra's algorithm. In [Sánchez-Torrubia, M. G., C. Torres-Blanc and J. B. Castellanos, Defining eMathTeacher tools and comparing them with e&bLearning web based tools, in: Proceedings of the International Conference on Engineering and Mathematics (ENMA), 2007] the concept of eMathTeacher was defined and the minimum as well as some additional requirements were described. The tool presented here is an enhanced paradigm of this new concept on Computer Aided Instruction (CAI) resources: an application designed following the eMathTeacher philosophy for active eLearning. The highlighting new feature provided by this application is an animated algorithm visualization panel showing, on the code, the current step the student is executing and/or where there is a user's mistake within the algorithm running. PathFinder also includes another two interesting new features: an active framework area for the algorithm data and the capability of saving/retrieving the created graph. #CL #TI Robust generation of dynamic data structure visualizations with multiple interaction approaches #AU Cross, James H. and Hendrix, T. Dean and Umphress, David A. and Barowski, Larry A. and Jain, Jhilmil and Montgomery, Lacey N. #YR 2009 #JR ACM Transactions on Computing Education #VO 9 #NR 2 #PP 1-32 #AB jGRASP has three integrated approaches for interacting with its dynamic viewers for data structures: debugger, workbench, and text-based interactions that allow individual Java statements and expressions to be executed/evaluated. These approaches can be used together to provide a complementary set of interactions with the dynamic viewers. Data structure identification and rendering were tested by examining examples from 20 data structure textbooks. Controlled experiments with CS2 students indicate that the viewers can have a significant positive impact on student performance. The overall result is a flexible environment for interacting with effective dynamic data structure visualizations generated by a robust structure identifier. #CL #TI Sonification design guidelines to enhance program comprehension #AU Hussein, Khaled and Tilevich, Eli and Bukvic, Ivica Ico and Kim, SooBeen #YR 2009 #CO 2009 IEEE 17th International Conference on Program Comprehension, ICPC'09 #AB Faced with the challenges of understanding the source code of a program, software developers are assisted by a wealth of software visualization research. This work explores how visualization can be supplemented by sonification as a cognitive tool for code comprehension. By engaging the programmer's auditory senses, sonification can improve the utility of program comprehension tools. This paper reports on our experiences of creating and evaluating a program comprehension prototype tool that employs sonification to assist program understanding by rendering sonic cues. Our empirical evaluation of the efficacy of information sonification indicates that this cognitive aid can effectively complement visualization when trying to understand an unfamiliar code base. Based on our experiences, we then propose a set of guidelines for the design of a new generation of tools that increase their information utility by combining visualization and sonification. #CL #TI Going beyond algorithm visualization to algorithm exploration #AU Shaffer, Clifford A. and Kumar, Arpit and Agarwal, Mayank and Edwards, Stephen H. #YR 2009 #AB While algorithm visualizations have proved valuable to the CS education community, even the better algorithm visual- izations today are limited to instruction in the mechanics of how a given data structure or algorithm behaves. We dis- cuss the value of going beyond the scope of such algorithm visualizations to provide students with an opportunity to explore the relative merits of alternative implementations. We call such artifacts "algorithm explorations." As an illus- tration of what an algorithm exploration might look like, we describe a hashing tutorial that we have implemented. #CL #TI Algorithm education using structured hypermedia #AU Müldner, Tomasz and Shakshuki, Elhadi and Kerren, Andreas #YR 2009 #VO Strategic Applications of Distance Learning Technologies #AB Understanding of algorithms is one of the most challenging aspects of the study of computer science. Over two decades of research has been devoted to improving techniques to learn and teach algorithms. In this work, we present a new 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. The structured hypermedia algorithm explanation (SHALEX) system is the system we designed and implemented to explain algorithms at various levels of abstraction. 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. SHALEX allows the user to traverse the graph-based algorithm model, using a top-down (from primitive operations to general operations) approach, a bottom-up approach, or a mix of these two approaches. Since the system is implemented using a client-server architecture, it can be used both through distance education and in the classroom setting. To aid and monitor the leaner, we also developed an agent in SHALEX that provides help and monitors the completion rate. #CL #TI How Does Algorithm Visualization Affect Collaboration? - Video Analysis of Engagement and Discussions. #AU Korhonen, Ari and Laakso, Mikko-Jussi and Myller, Niko #YR 2009 #CO WEBIST 2009 - Proceedings of the Fifth International Conference on Web Information Systems and Technologies #AD Lisbon, Portugal, March 23-26, 2009 #AB In this paper, we report a study on the use of Algorithm Visualizations (AV) in collaborative learning. Our pre- vious results have confirmed the hypothesis that students' higher engagement has a positive effect on learning outcomes. Thus, we now analyze the students' collaborative learning process in order to find phenomena that explain the learning improvements. Based on the study of the recorded screens and audio during the learning, we show that the amount of collaboration and discussion increases during the learning sessions when the level of engagement increases. Furthermore, the groups that used visualizations on higher level of engagement, discussed the learned topic on different levels of abstraction whereas groups that used visualizations on lower levels of engagement tended to concentrate more on only one aspect of the topic. Therefore, we conclude that the level of engagement predicts, not only the learning performance, but also the amount of on-topic discussion in collaboration. Furthermor we claim that the amount and quality of discussions explain the learning performance differences when students use visualizations in collaboration on different levels of engagement. #CL #TI Algorithm visualization in programming education #AU Törley, Gábor #YR 2009 #JR Journal of Applied Multimedia #VO 4 #NR 3 #PP 68-80 #AB This paper introduces the theory of algorithm visualization and its education-related results obtained so far, then an algorithm visualization tool is going to be presented as an example, which we will finally evaluate. This article illustrates furthermore how algorithm visualization tools can be used by teachers and students during the teaching and learning process of programming, and equally evaluates teaching and learning methods. Two tools will be introduced: Jeliot and TRAKLA2. #CL #TI K-sketch: a'kinetic'sketch pad for novice animators #AU Davis, Richard C. and Colwell, Brien and Landay, James A. #YR 2008 #CO SIGCHI Conference on Human Factors in Computing Systems #AD Florence, Italy #PP 413-422 #AB Because most animation tools are complex and time- consuming to learn and use, most animations today are created by experts. To help novices create a wide range of animations quickly, we have developed a general-purpose, informal, 2D animation sketching system called K-Sketch. Field studies investigating the needs of animators and would-be animators helped us collect a library of usage scenarios for our tool. A novel optimization technique enabled us to design an interface that is simultaneously fast, simple, and powerful. The result is a pen-based system that relies on users’ intuitive sense of space and time while still supporting a wide range of uses. In a laboratory experiment that compared K-Sketch to a more formal animation tool (PowerPoint), participants worked three times faster, needed half the learning time, and had significantly lower cognitive load with K-Sketch. #CL #TI Designing, visualizing, and discussing algorithms within a CS 1 studio experience: An empirical study #AU Hundhausen, Christopher D. and Brown, Jonathan L. #YR 2008 #JR Computers & Education #VO 50 #NR 301-326 #PU Elsevier #AB Within the context of an introductory CS1 unit on algorithmic problem-solving, we are exploring the pedagogical value of a novel active learning activity—the “studio experience”—that actively engages learners with algorithm visualization technology. In a studio experience, student pairs are tasked with (a) developing a solution to an algorithm design problem, (b) constructing an accompanying visualization with a storyline, and finally (c) presenting that visualization for feedback and discussion in a session modeled after an architectural “design crit.” Is a studio experience educationally valuable? What kind of technology can best support it? To explore these questions, we conducted an empirical study of two alternative CS1 studio experiences in which students used one of two different kinds of algorithm development and visualization technology: (a) a text editor coupled with art supplies, or (b) ALVIS Live!, a computer-based algorithm development and visualization tool. We found that the students who used ALVIS Live! developed algorithms with significantly fewer semantic errors. Moreover, discussions mediated by ALVIS Live! had significantly more student audience contributions, and retained a sharper focus on the specific details of algorithm behavior, leading to the collaborative identification and repair of semantic errors. In addition, discussions mediated by both ALVIS Live! and art supplies contained substantial evidence of higher order thinking. Based on our results, we make recommendations for educators interested in exploring studio-based approaches, and we propose an agenda for future research into studio-based learning in computer science education. #CL #TI Pedagogy and usability in interactive algorithm visualizations: Designing and evaluating CIspace #AU Amershi, Saleema and Carenini, Giuseppe and Conati, Cristina and Poole, David #YR 2008 #JR Interacting with Computers #VO 20 #NR 1 #PP 64-96 #AB Interactive algorithm visualizations (AVs) are powerful tools for teaching and learning concepts that are difficult to describe with static media alone. However, while countless AVs exist, their widespread adoption by the academic community has not occurred due to usability problems and mixed results of pedagogical effectiveness reported in the AV and education literature. This paper presents our experiences designing and evaluating CIspace, a set of interactive AVs for demonstrating fundamental Artificial Intelligence algorithms. In particular, we first review related work on AVs and theories of learning. Then, from this literature, we extract and compile a taxonomy of goals for designing interactive AVs that address key pedagogical and usability limitations of existing AVs. We advocate that differentiating between goals and design features that implement these goals will help designers of AVs make more informed choices, especially considering the abundance of often conflicting and inconsistent design recommendations in the AV literature. We also describe and present the results of a range of evaluations that we have conducted on CIspace that include semi-formal usability studies, usability surveys from actual students using CIspace as a course resource, and formal user studies designed to assess the pedagogical effectiveness of CIspace in terms of both knowledge gain and user preference. Our main results show that (i) studying with our interactive AVs is at least as effective at increasing student knowledge as studying with carefully designed paper-based materials; (ii) students like using our interactive AVs more than studying with the paper-based materials; (iii) students use both our interactive AVs and paper-based materials in practice although they are divided when forced to choose between them; (iv) students find our interactive AVs generally easy to use and useful. From these results, we conclude that while interactive AVs may not be universally preferred by students, it is beneficial to offer a variety of learning media to students to accommodate individual learning preferences. We hope that our experiences will be informative for other developers of interactive AVs, and encourage educators to exploit these potentially powerful resources in classrooms and other learning environments. #CL #TI Visualization of cryptographic protocols with GRACE #AU Cattaneo, G. and De-Santis, A. and Petrillo, U. #YR 2008 #JR Journal of Visual Languages and Computing #VO 19 #NR 2 #PU Elsevier #PP 258-290 #AB In this paper we present GRACE (graphical representation and animation for cryptography education), a Java-based educational tool that can be used to help in teaching and understanding of cryptographic protocols. The tool adopts an active learning model that engages the learner by asking him to describe, in an exemplification of a real-world scenario, cryptographic protocols using simple primitives whose effects are visualized by means of animated sequences. To this end, the GRACE interface offers the learner the choice of several cryptographic and non-cryptographic related operations with their respective visualizations. By executing a series of these operations in the proper order, a teacher is able to provide a visual introductory description of several protocols. Moreover, since some of the cryptographic operations are not just simulated but concretely implemented, it can be used by students to see which elaborations are performed by each operation of a cryptographic protocol, and their effects on the represented scenario. GRACE comes equipped with the implementation of several cryptographic primitives and cryptosystems. Additional primitives and cryptosystems can easily be plugged in the system. Visualizations prepared with GRACE can be edited, navigated and saved in a file for playback. We also present the results of an experimental lesson taught in the Security on Communication Networks undergraduate course at the University of Salerno during the fall 2004 semester using GRACE. A copy of GRACE and some demo lessons featuring the visualization of some cryptographic protocols are available at http://www.dia.unisa.it/research/grace. #CL #TI Turning the tables: Investigating characteristics and efficacy of student-authored animations and multimedia representations #AU Hubscher-Younger, Teresa and Narayanan, N. Hari #YR 2008 #ED R. Lowe & W. Schnotz (Eds.), #CO Learning with Animations Research Implications for Design #PU Cambridge University Press #PP 235-262. #AB Explanatory representations such as animations enable students to analyze and understand difficult concepts. Typically experts produce animations and explanations. Seldom do students themselves, as part of their learning process, create such representations. We summarize three studies of learning complex concepts (computer algorithms) from expository representations. The first is an observational study of college students learning algorithms from representations provided by their instructor and textbook. The study revealed a tendency of students to converge on one explanatory representation as the primary means to understand the concepts. This premature convergence blinded them to the limitations of that representation and impeded learning. So we investigated learning and representational diversity that result when students author their own representations to explain concepts to themselves and to their peers. In two subsequent studies we found that authoring representations significantly improved learning. Students constructed a richer set of representations than those found in typical instructional materials, in terms of media content and diversity of perspectives. Our findings suggest that a peer-to-peer approach to learning, in which students create and evaluate their own animations and multimedia representations, can be quite effective. #CL #TI Balanced cognitive load significantly improves the effectiveness of algorithm animation as a problem-solving tool #AU Tudoreanu, M. Eduard and Kraemer, Eileen #YR 2008 #JR Journal of Visual Languages & Computing #VO 19 #NR 5 #PP 598-616 #PU Elsevier #AB The question of whether animations depicting running algorithms are beneficial in helping users has received mixed results. This paper provides evidence that the effectiveness of animations as an aid in performing a task is affected by several factors that have no influence on text-only aids. We make our case by comparing two separate studies designed to measure whether the addition of animations to textual descriptions of a running computation promotes understanding of distributed algorithms. The text-based conditions in both experiments resulted in statistically similar results, while the animation-added conditions resulted in different outcomes. The best visualization condition outperforms all other conditions by a significant margin. The factors that were different between the two experiments fall under the concept of cognitive economy. Therefore, the degree of cognitive economy is important both for empirical studies that involve animation and for practical applications in which people rely on dynamic visualization to solve an algorithmic problem. #CL #TI Dave: A dynamic algorithm visualization environment for novice learners #AU Vrachnos, Euripides and Jimoyiannis, Athanassios #YR 2008 #CO 8th IEEE International Conference on Advanced Learning Technologies #AD Santander, Cantabria, Spain #PP 319-323 #AB Acquiring knowledge about algorithms and programming skills is a difficult and complex process in particular. Various algorithm visualization systems have been developed, using animation techniques to illustrate the behavior of basic algorithms, to facilitate studentspsila learning and skills development. This paper presents DAVE, an interactive dynamic algorithm visualization system for the introductory lessons in algorithm design and programming. DAVE allows studentspsila experimentation not only with sample algorithms, constructed by the designer, but, mainly, with the automatic animation of their own algorithms. #CL #TI Sorting out sorting: the sequel #AU Furcy, David and Naps, Thomas and Wentworth, Jason #YR 2008 #CO ITiCSE '08: Proceedings of the 13th annual conference on Innovation and technology in computer science education #PP 174-178 #AB Ronald Baecker's Sorting Out Sorting (SOS) set the stage for much of what has followed in the evolution of algorithm visualization (AV). That period of evolution has now spanned over a quarter century, and we have learned much about how to effectively use AV. This paper addresses how we can incorporate that knowledge into a new rendition of SOS, which we call SOS - The Sequel. In this sequel we attempt to transform Baecker's original video into a highly interactive multimedia learning resource delivered over the Web using Macromedia Flash. The paper describes the design and use of this new resource and reports on a small empirical study designed to measure its effectiveness. #CL EVAL #TI When does algorithm visualization improve algorithm learning?-reviewing and refining an evaluation framework #AU Lauer, Tobias #YR 2008 #CO Proceedings of informatics education Europe III #AB Algorithm visualizations such as interactive animations have been popular learning aids in informatics education since at least 1980, when Ron Baecker created his famous animation film Sorting out Sorting [1]. Almost three decades later, it is still far from clear how effective such visualizations actually are for improving learning. While both instructors and learners are often intuitively convinced of the value of algorithm visualizations when asked in evaluations, this is of course no objective measure of the effectiveness of these learning aids. Most evaluations of algorithm visualizations unanimously report that students were “excited”,“enthusiastic”, or “motivated”, and that they “enjoyed” working with the visualizations, and often the learners express their firm belief that they have learned better because of the visualizations [1, 2]. However, as has been said in [3], while such tools may enhance the learning experience, they do not necessarily improve learning. On the contrary, even a reduction of students' performance has been observed if presentations are laden with too much (and possibly irrelevant) multimedia materials [4]. Since the late 1990s, an increasing number of empirical studies have been carried out in order to assess the pedagogical value of algorithm visualizations; an excellent overview is given in [5]. However, the outcomes of these evaluations were very mixed. While some studies reported significantly improved learning, others could not detect any difference to traditional teaching without visualizations or even indicated a negative effect. This dissatisfying result may be attributed to the fact that the settings and designs of the studies ??? #CL #TI Concept keyboards in the animation of standard algorithms #AU Baloian, Nelson and Breuer, Henning and Luther, Wolfram #YR 2008 #JR Journal of Visual Languages & Computing #VO 19 #NR 6 #PU Elsevier #PP 652-674 #AB Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view; this means representation and control occur through the visual channel. This approach has its limitations. To achieve better comprehension, we deal with multimodal interfaces that include the extended facilities of interaction together with those of the standard systems for data visualization and algorithm animation. The notion of specific concept keyboards is introduced. As a consequence, modern information and learning systems for algorithm animation are enhanced in such a way that control and interaction take place through appropriate interfaces designed and semi-automatically generated for this special purpose. In this paper, we provide some examples and report on a thorough evaluation to show the relevance of this new approach. #CL #TI An eMathTeacher tool for active learning Fleury's algorithm #AU Sanchez-Torrubia, Gloria and Torres-Blanc, Carmen and Giménez-Martínez, Víctor #YR 2008 #JR International Journal Information Technologies and Knowledge #VO 2 #PP 437-442 #AB An eMathTeacher [Sánchez-Torrubia 2007a] is an eLearning on line self assessment tool that help students to active learning math algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. The tool presented in this paper is an example of this new concept on Computer Aided Instruction (CAI) resources and has been implemented as a Java applet and designed as an auxiliary instrument for both classroom teaching and individual practicing of Fleury’s algorithm. This tool, included within a set of eMathTeacher tools, has been designed as educational complement of Graph Algorithm active learning for first course students. Its characteristics of visualization, simplicity and interactivity, make this tutorial a great value pedagogical instrument. #CL #TI Algorithmic animation in education—review of academic experience #AU Esponda-Argüero, Margarita #YR 2008 #JR Journal of Educational Computing Research #VO 39 #NR 1 #PP 1-15 #AB This article is a review of the pedagogical experience obtained with systems for algorithmic animation. Algorithms consist of a sequence of operations whose effect on data structures can be visualized using a computer. Students learn algorithms by stepping the animation through the different individual operations, possibly reversing their effect. Algorithmic animation seems to improve the student’s understanding of algorithms, but mainly when they can become active participants, not just spectators. Students who write their own algorithmic animations are more engaged and can profit more from them. At the end of this article, we extract some consequences for the development of future algorithmic animation systems. #CL #TI Mavis: A multi-level algorithm visualization system within a collaborative distance learning environment #AU Koifman, Igal and Shimshoni, Ilan and Tal, Ayellet #YR 2008 #JR Journal of Visual Languages & Computing #VO 19 #NR 2 #PP 182-202 #PU Elsevier #AB This paper presents a new model for an algorithm visualization system. Our model views the visualization system as an integral part of a broader distance learning environment. As such, it supports the heterogeneity of the Internet the visualization is expected to run on and the diversity of the expected users. It does so by defining several ways for handling multi-level visualizations. First, a visualization can run in various abstraction levels of the algorithm, depending on the familiarity of the students with the studied materials. Second, a visualization can use various levels of graphics, depending on the capabilities of the client machines. Third, the messages sent between the machines can be of various levels, depending on the communication loads. Another important aspect of a distance learning environment is collaboration and data sharing. Our model facilitates the collaboration between the students and the instructor and between the students themselves. Finally, this paper presents a system, MAVIS, that realizes the model, and demonstrates its use on several algorithms. #CL #TI AlCoLab: architecture of algorithm visualization system #AU Foutsitzis, Christos and Demetriadis, Stavros #YR 2008 #CO Eighth IEEE International Conference on Advanced Learning Technologies #AD Santander, Spain #PP 172-174 #AB This work concerns the design of script supported algorithm visualization systems for educational purposes, focusing on the support and the enhancement that those systems provide in the process of teaching of an abstract subject such as algorithms. Research on algorithm visualization (AV) systems indicates that their use can improve the understanding of algorithms when compared with the traditional ways of teaching. However, the design of AV systems does not reflect current research-based guidelines regarding productive pedagogical methods for algorithm learning. We suggest that the effectiveness of AV systems as e-learning tools can be improved by facilitating scripted collaboration of learners when working with visual representation of algorithms. This work in progress presents the architecture of AlCoLab, an AV system that also implements collaboration scripts as a tool to guide students in creative teamwork. #CL #TI What You See Is What You Code: A “live” algorithm development and visualization environment for novice learners #AU Hundhausen, Christopher D. and Brown, Jonathan L. #YR 2007 #JR Journal of Visual Languages and Computing #VO 18 #NR 1 #PU Elsevier #PP 22-47 #AB Pedagogical algorithm visualization (AV) systems produce graphical representations that aim to assist learners in understanding the dynamic behavior of computer algorithms. In order to foster active learning, computer science educators have developed AV systems that empower learners to construct their own visualizations of algorithms under study. Notably, these systems support a similar development model in which coding an algorithm is temporally distinct from viewing and interacting with the resulting visualization. Given that they are known to have problems both with formulating syntactically correct code, and with understanding how code executes, novice learners would appear likely to benefit from a more ''live'' development model that narrows the gap between coding an algorithm and viewing its visualization. In order to explore this possibility, we have implemented ''What You See Is What You Code,'' an algorithm development and visualization model geared toward novices first learning to program under the imperative paradigm. In the model, the line of algorithm code currently being edited is reevaluated on every edit, leading to immediate syntactic feedback, along with immediate semantic feedback in the form of an AV. Analysis of usability and field studies involving introductory computer science students suggests that the immediacy of the model's feedback can help novices to quickly identify and correct programming errors, and ultimately to develop semantically correct code. #CL #TI Visualization of Spatial Data Structures on Different Levels of Abstraction #AU Nikander, Jussi and Korhonen, Ari and Valant, Eiri and Virrantaus, Kirsi #YR 2007 #JR Electronic Notes in Theoretical Computer Science #VO 178 #PP 89–99 #AB Spatial data structures are used to manipulate location data. The visualization of such structures faces many challenges that are not relevant in the visualization of one-dimensional data. The visualized data can be represented using several different types of visual metaphors. These metaphors can be divided into several different levels of abstraction depending on the purpose of the visualization. This paper proposes a division of data structure visualization into four levels of abstraction, and shows how these abstractions can be taken into account in the visualization of spatial data structures. #CL #TI Data structure visualization #AU Galles, David #YR 2006 #AD http://www.cs.usfca.edu/$\sim$galles/visualization/Algorithms.html #CL #TI Adding procedures and pointers to the ALVIS algorithm visualization software : a preliminary design #AU Hundhausen, Christopher D. and Brown, Jonathan L. and Farley, Sean #YR 2006 #CO SoftVis ’06: 2006 ACM symposium on Software visualization #AD New York, NY, USA #PP 155-156 #AB Since the late 1990s, we have been developing ALVIS, a new breed of algorithm visualization software that supports a novel, "studio based" approach to teaching introductory programming. In this approach, students, working in pairs, use the ALVIS software to construct their own algorithmic solutions to appropriate algorithm design problems. ALVIS automatically generates accompanying algorithm visualizations, which students can augment with their own visual and storytelling elements prior to presenting them to their peers and instructor for feedback and discussion. We believe the pedagogical value of this approach rests in students' active engagement in constructing and subsequently discussing their algorithmic solutions. Previous versions of the ALVIS software have enabled students to create only single-procedure, array iterative algorithms. We describe here our preliminary work toward expanding ALVIS so that it supports parameterized procedures and pointers. Our ultimate aim is to explore the pedagogical value of using ALVIS as the basis of an entire "studio based" introductory programming course for students without prior programming experience. #CL #TI Human-Centered Visualization Environments: GI-Dagstuhl Research Seminar, Dagstuhl Castle, Germany, March 5-8 #AU Kerren, Andreas and Ebert, Achim and Meyer, J\org #YR 2007 #CO GI-Dagstuhl Research Seminar, Dagstuhl Castle, Germany #VO Lecture Notes in Computer Science, volume 4417 #AB This tutorial book features an augmented selection of the material presented at the GI-Dagstuhl Research Seminar on Human-Centered Visualization Environments, HCVE 2006 #CL #TI Algorithm visualization: a report on the state of the field #AU Shaffer, Clifford A. and Cooper, Matthew and Edwards, Stephen H. #YR 2007 #JR ACM SIGCSE Bulletin #VO 39 #NR 1 #PP 150-154 #AB We present our findings on the state of the field of algorithm visualization, based on extensive search and analysis of links to hundreds of visualizations. We seek to answer questions such as how content is distributed among topics, who created algorithm visualizations and when, the overall quality of available visualizations, and how visualizations are disseminated. We have built a wiki that currently catalogs over 350 algorithm visualizations, contains the beginnings of an annotated bibliography on algorithm visualization literature, and provides information about researchers and projects. Unfortunately, we found that most existing algorithm visualizations are of low quality, and the content coverage is skewed heavily toward easier topics. There are no effective repositories or organized collections of algorithm visualizations currently available. Thus, the field appears in need of improvement in dissemination of materials, informing potential developers about what is needed, and propagating known best practices for creating new visualizations. #CL #TI Interactive visualization for the active learning classroom #AU Schweitzer, Dino and Brown, Wayne #YR 2007 #JR ACM SIGCSE Bulletin #VO 39 #NR 1 #PP 208-212 #AB Engaging students in the learning process has been shown to be an effective means for education. Several methods have been proposed to achieve this engagement for computer science and other disciplines. Active learning is one such technique that incorporates interactive classroom activities to reinforce concepts and involve the students. Visualizations of computer science concepts such as algorithm animations can be used for these activities. To be most effective in this environment, they need to be designed and used with active learning in mind. This paper describes the design characteristics of such visualizations, ways of using them in the classroom, and our experience with developing and using visualization tools across different courses in the computer science curriculum. #CL #TI We work so hard and they don't use it: acceptance of software tools by teachers #AU Levy, Ronit Ben-Bassat and Ben-Ari, Moredechai #YR 2007 #CO ITiCSE '07: Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education #PP 246-250 #AB Animation systems-software tools that can show a dynamic view of the execution of a program-were designed to help novices improve their understanding and to help teachers facilitate learning. Preliminary studies on the effectiveness of animation systems on the understanding of students have shown encouraging results. Nevertheless, the use of animation system is not very widespread. This paper presents the results of a phenomenographic study designed to describe the different ways that teachers experience the use of an animation system as a pedagogical tool. The results suggest that increased acceptance of such tools by teachers depends on integrating the tools with other learning materials and on addressing the role of the teacher in the use of software by the students. #CL #TI Visual LinProg: A web‐based educational software for linear programming #AU Lazaridis, Vassilios and Paparrizos, Konstantinos and Samaras, Nikolaos and Sifaleras, Angelo #YR 2007 #JR Computer Applications in Engineering Education #VO 15 #NR 1 #PP 1-14 #AB Visual LinProg is an educational tool that solves linear problems (LPs), using animation and visualization techniques. The core of the proposed software includes the well-known class of simplex type algorithms. This tool is a Web-based software and hence platform independent. Visual LinProg was initially invented to be used in mathematical programming courses to supplement the teaching. The user-student can solve his own general LPs, view the solution process step-by-step, and import or export his own examples in an easy way to read format. The solution process is covered scholastically through textual information and also the necessary steps from the pseudo code are depicted, using multiple views. In this study, we describe Visual LinProg and how it is used in educational purposes. Finally, we present an evaluation of the proposed educational tool. #CL #TI An evaluation of the effortless approach to build algorithm animations with WinHIPE #AU Urquiza-Fuentes, Jaime and Velázquez-Iturbide, J. Ángel #YR 2007 #CO Electronic Notes in Theoretical Computer Science #VO 178 #PP 3-13 #PU Elsevier #AB The use of algorithm visualizations in computer science education is not a new thing. Although there is a firm belief that graphical representations of algorithms are learning aids, empirical studies show that what is important is what the students do with the animations rather than what they see in them. In this paper we compare to kinds of interaction: viewing animations vs constructing animations. We have conducted a controlled experiment where a group of students (n=15) had to study an algorithm and complete a knowledge test about it and a subjective opinion questionnaire. Students were randomly divided in constructing and viewing groups. Results have been measured by means of learning outcomes, efficiency issues and student's subjective opinion. Results significantly evidence that builders obtained better results than viewers. #CL #TI A study of algorithm animations on mobile devices #AU Hürst, Wolfang and Lauer, Tobias and Nold, EVeline #YR 2007 #JR ACM SIGCSE Bulletin #VO Issue 1 #PP 160-164 #AB Compared to desktop PCs, mobile devices have several constraints such as restricted screen size and reduced interactivity. Hence, it is not clear if it is helpful to provide educational multimedia material for mobile media players. In this paper, we present a study of algorithm animations on mobile devices, i.e. an Apple iPod with video functionality. The results of our experiment indicate that despite limitations there is an actual learning effect and therefore mobile media players offer a potential to increase learning that deserves further investigation. #CL #TI Integrating algorithm visualization systems #AU Karavirta, Ville - Electronic Notes in Theoretical Computer Science #YR 2007 #JR Electronic Notes in Theoretical Computer Science #VO 178 #PP 79-87 #PU Elsevier #AB Helping students to understand difficult pieces of code remains a challenge in Computer Science education. By providing a view of the code on a higher level of abstraction, Algorithm Visualization (AV) aims at making the code more understandable. However, teachers consider producing AVs with the existing tools to require too much time and effort to be worthwhile. One way to lower this effort is to allow data exchange between AV systems. This paper continues the work of the ITiCSE Working Group (WG) “Development of XML-based Tools to Support User Interaction with Algorithm Visualization”. The WG aimed at specifying a common language for AV systems. We analyzed a number of existing AV languages and came up with requirements for a common language. Based on these requirements and the previous work by the WG, this paper defines a new AV language. Furthermore, this study describes a set of tools that allow data exchange between some of the existing AV systems. This data exchange gives teachers more choices and ready-made examples to be used in teaching. #CL #TI Conflictive animations as engaging learning tools #AU Moreno, Andrés and Sutinen, Erkki and Bednarik, Roman and Myller, Niko #YR 2007 #CO Koli Calling '07: Proceedings of the Seventh Baltic Sea Conference on Computing Education Research #VO 88 #PP 203-206 #AB In this paper we introduce the concept of conflictive animations and discuss its applicability in program- ming and algorithm design courses. Conflictive an- imations are animations that deviate from the ex- pected behaviour of the program or algorithm they are supposed to present. With respect to the engage- ment taxonomy, we propose several ways of learning with conflictive animations. We also initiate a dis- cussion about their possible benefits and drawbacks. #CL #TI Algorithm Animation #AU Moreno, Andrés #YR 2007 #ED Kerren A., Ebert A., Meyer J. (eds) #CO Human-Centered Visualization Environments #VO Lecture Notes in Computer Science, volume 4417 #AD Springer, Berlin, Heidelberg #CL #TI SSEA: A system for studying the effectiveness of animations #AU Kraemer, Eileen and Reed, Bina and Rhodes, Philippa and Hamilton-Taylor, Ashley George #YR 2007 #JR Electronic Notes in Theoretical Computer Science #VO 178 #PP 171-179 #AB This paper describes SSEA (System for Studying the Effectiveness of Animations), an environment designed to support the empirical study of program visualizations. #CL #TI Visualization on learning mathematics concepts for engineering education #AU Sánchez-Torrubia, M.G. and Sastre-Rosa, M. A. and Giménez-Martínez, V. and Escribano-Iglesias, Carmen #YR 2007 #VO Lecture Notes in Computer Science, volume 4429 #AB Visualization is now a widely used method in teaching practices. In particular, Java tutorials used as visualization and interactive tools introduce a very helpful support for the learning task, enhancing comprehension, engagement, memorization and satisfaction for the students. Furthermore, the interest and motivation among pupils is increased when the teacher uses those tools. In this paper we present our experiences on the use of these tools and their advantages for learning mathematics, paying especial attention to which requirements these tools should accomplish. #CL #TI On the Effectiveness of Visualizations in a Theory of Computing Course #AU Fleischer, Rudolf and Trippen, Gerhard #YR 2007 #CO Cognitive Systems #ED Lu, R., Siekmann, J.H., Ullrich, C. (eds) #VO Lecture Notes in Computer Science, volume 4429 #AB We report on two tests we performed in Hong Kong and Shanghai to verify the hypothesis that one can learn better when being given access to visualizations beyond the standard verbal explanations in a classroom. The outcome of the first test at HKUST was inconclusive, while the second test at Fudan University showed a clear advantage for those students who had access to visualizations. #CL #TI Peer review of animations developed by students #AU Oechsle, Rainer and Morth, Thiemo #YR 2007 #JR Electronic Notes in Theoretical Computer Science #VO 178 #PP 181-186 #PU Elsevier #AB This paper describes the project “Visual Knowledge Communication”, a joint project that started recently. The partners are psychologists and computer scientists from four universities of the German state Rhineland-Palatinate. The starting point for the project was the fact that visualizations have attracted considerable interest in psychology as well as computer science within the last years. However, psychologists and computer scientists pursued their investigations independently from each other in the past. This project has as its main goal the support and fostering of cooperation between psychologists and computer scientists in several visualization research projects. The paper sketches the overall project. It then discusses in more detail the authors' subproject which deals with a peer review process for animations developed by students. The basic ideas, the main goals, and the project plan are described. This paper is a work-in-progress report. Therefore, it does not contain any results. #CL #TI A general framework for overlay visualization #AU Piskuliyski, Tihomir and Kumar, Amruth #YR 2007 #JR Electronic Notes in Theoretical Computer Science #VO 178 #PP 161-169 #PU Elsevier #AB If visualization is more effective when accompanied by narration, why not superimpose visualization on narration? This might result in better transfer of learning. We will present a general framework for such superimposed visualization, called overlay visualization. The objectives for the design of our framework are 1) to separate the application from the visualization; and 2) to separate the specification from the rendering. We will describe a few applications of overlay visualization for programming and provide examples from our implementation of overlay visualization for software tutors called problets. The advantages of overlay visualization include: less cognitive load on the learner, and automatic support for both path and state visualization. #CL #TI Visualization software of the network exterior primal simplex algorithm for the minimum cost network flow problem #AU Andreou, D. and Paparrizos, K. and Samaras, N. and Sifaleras, A. #YR 2007 #JR Operational Research #VO 7 #PP 449-463 #AB The Minimum Cost Network Flow Problem (MCNFP) constitutes perhaps the most important of the research area of Network Optimization. Recently a new category of algorithms for the MCNFP have been developed. These algorithms belong to a special “exterior type” simplex category and they feature significant tree modifications. This paper presents a new didactic tool for the teaching of this type of algorithms. The proposed educational software can be used in courses like “Graph Theory” or “Combinatorial Optimization”. This tool has been implemented using the Java Programming language and it is platform independed. It constitutes a friendly application, for the instructor, as also for the novice student. Furthermore, its use is analytically shown through an illustrative example. Benefits and drawbacks are thoroughly described in order to support the significance of this visualization tool in computer-aided education and also possible future work is discussed. #CL #TI Dynamic object viewers for data structures #AU Cross, James H. and Hendrix, T. Dean and Jain, Jhilmil and Barowski, Larry A. #YR 2007 #CO SIGCSE '07: Proceedings of the 38th SIGCSE technical symposium on Computer science education #PP 4-8 #AB The jGRASP lightweight IDE has been extended to provide object viewers that automatically generate dynamic, state-based visualizations of data structures in Java. These viewers provide multiple synchronized visualizations of data structures as the user steps through the source code in either debug or workbench mode. This tight integration in a lightweight IDE provides a unique and promising environment for learning data structures. Initial classroom use has demonstrated the object viewers' potential as an aid to students who are learning to write and modify classes representing data structures. Recently completed controlled experiments with CS2 students indicate that these viewers can have a significant positive impact on student performance. #CL EVAL #TI Analyzing engagement taxonomy in collaborative algorithm visualization #AU Myller, Niko and Laakso, Mikko and Korhonen, Ari #YR 2007 #CO ITiCSE '07: Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education #PP 251-255 #AB More collaborative use of visualizations is taking place in the classrooms due to the introduction of pair programming and collaborative learning as teaching and learning methods. This introduces new challenges to the visualization tools, and thus, research and theory to support the development of collaborative visualization tools is needed. We present an empirical study in which the learning outcomes of students were compared when students were learning in collaboration and using materials which contained visualizations on different engagement levels. Results indicate that the level of engagement has an effect on students' learning results although the difference is not statistically significant. Especially, students without previous knowledge seem to gain more from using visualizations on higher engagement level. #CL #TI Fully integrating algorithm visualization into a CS2 course. a two-year experience #AU Crescenzi, Pilu and Nocentini, Carlo #YR 2007 #CO ITiCSE '07: Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education #PP 296-300 #AB We describe a two-year experience of fully integrating algorithm visualization technology into a CS2 course on data structures and algorithms. Our integration methodology was based on the engagement taxonomy proposed by the working group on Improving the Educational Impact of Algorithm Visualization: in particular, we used five forms of engagement of this taxonomy, that is, the no-viewing, the viewing, the changing, the constructing and the presenting forms. The integration of algorithm visualization technology into the course culminated in the writing of a textbook on the design, analysis and visualization of data structures and algorithms, whose reading is strictly dependent on the use of an algorithm visualization tool, called Alvie, which has been developed by the authors. #CL #TI Web‐based Structured Hypermedia Algorithm Explanation system #AU Shakshuki, Elhadi and Kerren, Andreas and Müldner, Tomasz #YR 2007 #JR International Journal of Web Information Systems #VO 3 #NR 3 #PP 179-197 #AB The purpose of this paper is to present the development of a system called Structured Hypermedia Algorithm Explanation (SHALEX), as a remedy for the limitations existing within the current traditional algorithm animation (AA) systems. SHALEX provides several novel features, such as use of invariants, reflection of the high‐level structure of an algorithm rather than low‐level steps, and support for programming the algorithm in any procedural or object‐oriented programming language. Design/methodology/approach By defining the structure of an algorithm as a directed graph of abstractions, algorithms may be studied top‐down, bottom‐up, or using a mix of the two. In addition, SHALEX includes a learner model to provide spatial links, and to support evaluations and adaptations. Findings Evaluations of traditional AA systems designed to teach algorithms in higher education or in professional training show that such systems have not achieved many expectations of their developers. One reason for this failure is the lack of stimulating learning environments which support the learning process by providing features such as multiple levels of abstraction, support for hypermedia, and learner‐adapted visualizations. SHALEX supports these environments, and in addition provides persistent storage that can be used to analyze students' performance. In particular, this storage can be used to represent a student model that supports adaptive system behavior. Research limitations/implications SHALEX is being implemented and tested by the authors and a group of students. The tests performed so far have shown that SHALEX is a very useful tool. In the future additional quantitative evaluation is planned to compare SHALEX with other AA systems and/or the concept keyboard approach. Practical implications SHALEX has been implemented as a web‐based application using the client‐server architecture. Therefore students can use SHALEX to learn algorithms both through distance education and in the classroom setting. Originality/value This paper presents a novel algorithm explanation system for users who wish to learn algorithms. #CL #TI Design and implementation of interactive tutorials for data structures #AU Gore, Ross and Barnett-III, Lewis - Journal of Computing Sciences in Colleges #YR 2007 #AD TR-02-01, University of Richmond, Virginia #AB The Tutorial Generation Toolkit (TGT) is a set of Java classes that supports authoring of interactive tutorial applications. This paper describes extensions to the capabilities of the TGT and several new tutorials aimed at the Data Structures course which were built using the toolkit. #CL #TI Construction of a Flexible Data Structures Laboratory #AU Villalobos, Jorge and Pérez, Danilo and Castro, Juan and Jiménez, Camilo #YR 2007 #JR CLEI Electronic Journal #AB In a computer science curriculum, the data structures course is considered fundamental. In that course, students must generate the ability to desingn the more suitable data structures for a problem solution. They must also write an efficient algorithm in order to solve the problem. Students must understand that there are different types of data structures, each of them with associated algorithms of different complexity. A data structures laboratory is a set of computional tools that helps students in the experimentation with the concepts introduced in the curse. The main objetive of this experimentation is to generate the student's needed abilities for manipulating complex data structure. This paper presents the main characteristics of the laboratory built as a sopport of the course. we illustrate the huge possibilities of the tool with an example. #CL #TI A framework proposal for algorithm animation systems #AU Yeh, Chih L. and Greyling, Jeán H. and Cilliers, Charmain B. #YR 2006 #CO SAICSIT '06: Proceedings of the 2006 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries #PP 155-163 #AB The studying and teaching of the analysis of algorithmic concepts can prove to be complex for both students and educators in algorithm courses. Traditional instructional aids such as textbook illustrations and other visual aids are attempts to address this challenge. A number of algorithm animation systems have emerged to address the limitation inherent in these static visual aids. One limitation of current algorithm animation systems is their restricted flexibility in terms of the simple addition of non-resident functionality, especially algorithms. This paper presents the design of an extensible framework for algorithm animation systems. A brief discussion on the development of a prototype using sorting algorithms based on the framework demonstrates the feasibility of the proposed design. #CL #TI Automatic tutoring question generation during algorithm simulation #AU Karavirta, Ville and Korhonen, Ari #YR 2006 #CO Baltic Sea '06: Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006 #PP 95-100 #AB High user interaction is the key in the educational effectiveness of algorithm visualization (AV). This paper introduces integration of an AV system with an interaction component in order to add support for the responding level of the user engagement taxonomy. We describe the resulting AV system, which is capable of providing algorithm simulation exercises with pop-up questions that guide the student in solving the exercise. This research aims at providing a system usable in teaching as well as in validating the engagement taxonomy. #CL #TI The importance of interactive questioning techniques in the comprehension of algorithm animations #AU Rhodes, Philippa and Kraemer, Eileen and Reed, Bina #YR 2006 #CO SoftVis '06: Proceedings of the 2006 ACM symposium on Software visualization #PP 183-184 #AB The purpose of the study presented in this paper is to analyze the usefulness of various types of pop-up questions used in algorithm animations. Preliminary analysis indicates that providing feedback to pop-up questions increases the participant's ability to correctly answer both pop-up questions and regular test questions while the form of interaction required of the user via pop-up questions lessens the overall performance, though not significantly. #CL #TI Explaining algorithms: a new perspective #AU Muldner, Tomash and Shakshuki, Elhadi #YR 2006 #JR International Journal of Distance Education Technologies #VO 4 #NR 3 #PP 6-23 #AB 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. #CL #TI The study and design of algorithm animations #AU Hamilton-Taylor, Ashley George #YR 2006 #AD The University of Georgia #AB Algorithm Animations (AAs) portray the high-level dynamic operation of an algorithm. The computer science education community held great expectations that AA would assist students in understanding algorithms. However, many studies of the instructional effectiveness of AAs have produced inconclusive results. We investigated a number of issues pertinent to AA effectiveness: the study of AA user needs, user-centered design and the role of perception in AA. Existing algorithm animation systems typically have been designed without formal study of related teaching practices. We conducted an observational study of instructors teaching data structure and algorithm topics, focusing on activities involving the use of diagrams and algorithms. The results of this study were used to inform the user-centered design of SKA, the Support Kit for Animation. SKA combines interactive data structure diagram manipulation with flexible pseudocode execution, simple algorithm animation authoring support, a visual data structure library, and an animation engine designed for perceptual pacing and timing. The role of perception in AAs had not been formally considered in the past. We collaborated on a number of empirical studies to investigate this role, and the design of software to be used to conduct these studies. We found that some animation techniques can assist user perception and mapping in AA in some contexts, which will inform future AA design and studies. #CL #TI A system for investigating characteristics that make effective visualizations #AU Reed, Bina #YR 2006 #CO ACM-SE 44: Proceedings of the 44th annual Southeast regional conference #PP 740-741 #AB We describe SSEA, a System for Studying the Effectiveness of Animations. It was created as a testing environment for studying the effects of various attributes in visualization design on viewer comprehension. Researchers can create a series of animations in SSEA with a design characteristic in mind. SSEA allows these animations to be viewed while recording the viewer's interactions and responses to questions about the underlying algorithm. At the conclusion of running all experiments, the researchers can examine the log files generated, and performe analysis of the responses and timings with respect to the attribute being examined. #CL #TI A comprehensive problem for algorithm and paradigm visualization #AU Hadlock, Frank and Fly, Robert and Malone, Brandon M. #YR 2006 #JR Journal of Computing Sciences in Colleges #VO 22 #NR 2 #PP 189-196 #AB The web site for algorithm visualization described in a previous article [4] has been extended to include the multi-stage Chinese Postman problem in the context of grid graphs. The various stages are solved by algorithms, which illustrate paradigms featured by the site. Objectives of the site include aiding students in visualizing the behavior of these algorithms by actively involving them in manual input of graphs, networks and strings and in stepping through the algorithms, and to provide students with mental graphics model which can be used in problem solving. The visualizations employ a dynamic display of high-level pseudo code with an indicator of the current step being executed. The student controls execution and receives feedback from a 2D graphics illustration of the effects of the individual steps. The multi-stage Chinese Postman algorithm enables the user to step backwards as well as forward. #CL #TI A technique for algorithm animation over the web #AU Mandal, Chittaranjan and Reade, Christopher M.P. #YR 2006 #AB We discuss a novel technique for animating algorithms over the web. Although there are several existing software environments for the animation of algorithms, some of which are web-enabled, ours is designed specifically to simplify the process of adapting an algorithm for animation and delivering the animation over the web with a simple web interface. This provides a first stage for more advanced development of web-based interactions to support animation. Our goal is to provide general web-based support to enable much more widespread use of animation in teaching. In particular we want to address the active participation of the observer in using algorithm animation technology. We describe the current implementation of the animation engine which is based on a simple co-processing method with CGI implementation on a web-server, along with plans to use this as a base to include emerging technologies (web-services with XML to markup examples and asynchronous interaction). We also illustrate the current web interface with some examples. #CL #TI Animating algorithms over the web #AU Mandal, Chittaranjan and Reade, Christopher M.P. #YR 2006 #CO Proceedings of WEBIST 2006 - Second International Conference on Web Information Systems and Technologies - Society, e-Business and e-Government / e-Learning #PP 403-407 #AB We discuss a novel technique for animating algorithms over the web. Although there are several existing software environments for the animation of algorithms, some of which are web-enabled, ours is designed specifically to simplify the process of adapting an algorithm for animation and delivering the animation over the web with a simple web interface. This provides a first stage for more advanced development of web- based interactions to support animation. Our goal is to provide general web-based support to enable much more widespread use of animation in teaching. In particular we want to address the active participation of the observer in using algorithm animation technology. We describe the current implementation of the animation engine which is based on a simple co-processing method with CGI implementation on a web-server, along with plans to use this as a base to include emerging technologies (web-services with XML to markup examples and asynchronous interaction). We also illustrate the current web interface with some examples. #CL #TI Pedagogical impact of interactive tutorials in visualization and learning of mathematical concepts in computer science curricula #AU Sánchez-Torrubia, M. Gloria and Sastre-Rosa, M. Assunción and Giménez-Martinez, Victor and Escribano-Iglesia, Carmen #YR 2006 #AD Universidad Politécnica de Madrid #CL #TI Narrative algorithm visualization #AU Blumenkrants, Marina and Starovisky, Hilla and Shamir, Ariel #YR 2006 #CO SoftVis '06: Proceedings of the 2006 ACM symposium on Software visualization #PP 17-26 #AB Visualization of algorithms has been shown to be a useful aid for educational purposes. In this work we focus on the creation of algorithm visualizations based on viewing the visualization as a narrative. This view promotes the creator to form a central plot and define abstract participating players. Following this view, the basic elements defining a visualization, namely visual metaphors and temporal transitions - are naturally addressed. The players which signify abstract notions in the algorithm define the depictions, and the story defines the transition over time. This encourages the creator to focus on the mapping process that is the basis of any visual depiction, and helps create a more engaging visualization. We present a study comparing two visualizations, a narrative one and a non-narrative one that supports the effectiveness of the narrative approach. #CL #TI Novel algorithm explanation techniques for improving algorithm teaching #AU Kerren, Andreas and Müldner, Tomasz and Shakshuki, Elhadi #YR 2006 #CO SoftVis '06: Proceedings of the 2006 ACM symposium on Software visualization #PP 175-176 #AB The analysis and the understanding of algorithms is a very important task for teaching and learning algorithms. We advocate a strategy, according to which one first tries to understand the fundamental nature of an algorithm, and then---after reaching a higher level of awareness---chooses the most appropriate programming language to implement it. To facilitate the process of understanding of algorithms, their visualization, in particular animation, is considered to be the best approach. Traditional Algorithm Animation (AA) systems usually aim for teaching algorithms in higher education, see for example the chapter introduction of Kerren and Stasko [2002] or the earlier anthology on software visualization [Stasko et al. 1998]. #CL #TI Visual learning for science and engineering #AU McGrath, M.B. and Brown, J.R. #YR 2005 #JR IEEE Computer Graphics and Applications #VO 25 #NR 5 #PP 56-63 #AB This survey looks at visualization techniques used in science and engineering education to enhance student learning and encourage underrepresented students to pursue technical degrees. This article aims to encourage faculty in science, technology, engineering, and math (STEM) disciplines to use visual methods to communicate to their students. Visual learning is an important method for exploiting students' visual senses to enhance learning and engage their interest. This methodology also has the potential to increase the number of students in STEM fields, especially of women and minority students. A visual approach to science and engineering enhances communication. This visualization revolution shows that letting scientists engage the higher cognitive parts of the brain by thinking and communicating visually improved how they performed their research. #CL #TI JHAVÉ: Supporting algorithm visualization #AU Naps, Thomas L. - IEEE Computer Graphics and Applications #YR 2005 #JR IEEE Computer Graphics and Applications #VO 25 #NR 5 #PP 49-55 #AB JHAVÉ fosters the use of algorithm visualization as an effective pedagogical tool for computer science educators, helping students to better understand algorithms. The Java-hosted algorithm visualization environment (JHAVÉ) is not an AV system itself but rather a support environment for a variety of AV systems (called AV engines by JHAVÉ). In broad terms, JHAVÉ gives such an engine a drawing context on which it can render its pictures in any way. In return, JHAVÉ provides the engine with effortless ways to synchronize its graphical displays with i) a standard set of VCR-like controls, ii) information and pseudocode windows, iii) input generators, iv) stop-and-think questions, and v) meaningful content generation tools. #CL #TI Algorithm visualization using concept keyboards #AU Baloian, N. and Breuer, H. and Luther, W. #YR 2005 #CO SoftVis '05: Proceedings of the 2005 ACM symposium on Software visualization #PP 7-16 #AB Software visualization and algorithm animation are topics of growing interest in computer science education. We propose a new interface to support the interaction between learners and the dynamic data structure of standard algorithms. Based on their source code users generate and configure so-called concept keyboards to explore the data structures and to execute the methods of the algorithms. This access is in contrast with a simple step interface which allows visualization of the steps of the algorithm in the right order. The results of the various evaluation phases are given. At this moment a larger study is being undertaken with undergraduates which focuses on the usability of the keyboard. #CL #TI Using structured hypermedia to explain algorithms #AU Müldner, Tomasz and Shakshuki, Elhadi and Kerren, Andreas and Shen, Zhinan and Bai, Xiaoguang #YR 2005 #CO Proceedings of the 3rd IADIS International Conference e-Society '05 #PP 499-503 #AB Most systems designed to teach algorithms using visualization and animation techniques have not proved to be educationally effective. To satisfy this aim, some recently built systems use a hypermedia environment to provide knowledge and context to explain algorithms. In this paper, we describe a system called Structured Hypermedia Algorithm Explanation (SHALEX), which provides several novel and important features. In particular, our hypermedia environment can reflect the structure of an algorithm. We define this structure as a directed graph of abstractions, where each abstraction is designed to focus on a single operation used directly or indirectly in the algorithm. This way an algorithm may be studied top-down, bottom-up, or using a mix of the two. In addition, SHALEX includes a student model to provide spatial and temporal links, and to support evaluations and adaptations. #CL #TI Algorithm explanation using multimodal interfaces #AU Baloian, N. and Luther, W. and Putzer, T. #YR 2005 #CO XXV International Conference of the Chilean Computer Science Society (SCCC'05) #AD Valdivia, Chile #PP 9 #AB Software visualization and algorithm animation have been tackled almost exclusively from the visual point of view, this means representation and control occur through the visual channel. This approach has its limitations. To achieve better comprehension, we deal with multimodal interfaces that include other means of interaction together with those of the standard systems for data visualization and algorithm animation. The notion of specific concept keyboards is introduced. As a consequence, modern information and learning systems for algorithm animation are enhanced in such a way that control and interaction take place through appropriate interfaces designed for the special purpose so that not only sighted but also blind users can navigate within these systems. We provide some examples to show the relevance of this new approach. #CL #TI Taxonomy of effortless creation of algorithm visualizations #AU Ihantola, Petri and Karavirta, Ville and Korhonen, Ari and Nikander, Jussi #YR 2005 #CO ICER '05: Proceedings of the first international workshop on Computing education research #PP 123-133 #AB The idea of using visualization technology to enhance the understanding of abstract concepts, like data structures and algorithms, has become widely accepted. Several attempts have been made to introduce a system that levels out the burden of creating new visualizations. However, one of the main obstacles to fully taking advantage of algorithm visualization seems to be the time and effort required to design, integrate and maintain the visualizations.Effortlessness in the context of algorithm visualization is a highly subjective matter including many factors. Thus, we first introduce a taxonomy to characterize effortlessness in algorithm visualization systems. We have identified three main categories based on a survey conducted among CS educators: i) scope, i.e. how wide is the context one can apply the system to ii) integrability, i.e., how easy it is to take in use by a third party, and iii) interaction techniques, i.e., how well does the system support different use cases regularly applied by educators. We will conclude that generic and effortless visualization systems are needed. Such a system, however, needs to combine a range of characteristics implemented in many current AV systems. #CL #TI Personalizing and discussing algorithms within CS1 studio experiences: an observational study #AU Hundhausen, Christopher D. and Brown, Jonathan Lee #YR 2005 #CO ICER '05: Proceedings of the first international workshop on Computing education research #PP 45-56 #AB Pedagogical algorithm visualization technology aims to assist learners in understanding the dynamic behavior of computer algorithms. A key trend in past experimental studies is that learners benefit most when they are actively engaged with algorithm visualization technology. Inspired by this trend, we are exploring the pedagogical value of a novel active learning activity-the Studio Experience-within the context of an introductory CS1 unit on algorithmic problem-solving. In a Studio Experience, student pairs are given algorithm design problems, e.g., "design two alternative algorithms that reverse the values in a list." They are tasked both with constructing algorithmic solutions and accompanying visualizations, and with presenting their visualizations for feedback and discussion in a session modeled after an architectural "design crit." Through an observational study of studio experience sessions in which students used two alternative forms of visualization technology-art supplies and a computer-based tool-we gained insight into (a) the processes by which students construct visual presentations of algorithms, (b) the characteristics of their visual presentations; (c) the nature of conversations mediated by visual algorithmic solutions; and (d) the kind of visualization technology that best supports these activities. Based on our results, we suggest improvements to the approach, and propose an agenda for future empirical studies. #CL #TI Multi-perspective study of novice learners adopting the visual algorithm simulation exercise system TRAKLA2 #AU Laakso, Mikko-Jussi and Salakoski, Tapio and Mannila, Linda and Qiu, Xuemei and Korhonen, Ari and Malmi, Lauri #YR 2005 #JR Informatics in Education #VO 4 #NR 1 #AB This paper presents results from three interrelated studies focusing on introducing TRAKLA2 to students taking courses on data structures and algorithms at the University of Turku and \rAbo Akademi University in 2004. Using TRAKLA2 they got acquainted with a completely new system for solving exercises that provided them with automatic feedback and the possibility to resubmit their solutions. Besides comparing the students' learning results, a survey was made with 100 students on the changes in their attitudes towards web-based learning environments. In addition, a usability evaluation was conducted in a human-computer interaction laboratory. Our results show that TRAKLA2 considerably increased the positive attitudes towards web-based learning. According to students' self-evaluations, the best learning results are achieved by combining traditional exercises with web-based ones. In addition, the numerical course statistics were clearly better than in 2003 when only pen-and-paper exercises in class were used. The results from the usability test were also very positive: no severe usability problems were revealed; in fact, the results indicate that the system is very easy to learn and user-friendly as a whole. #CL #TI Using end-user visualization environments to mediate conversations : a ’Communicative Dimensions’ framework #AU Hundhausen, Christopher D. #YR 2005 #CO Journal of Visual Languages & Computing #VO 16 #NR 3 #PP 153-185 #AB An end-user visualization environment aims to empower end users to create graphical representations of phenomena within a scientific domain of interest. Research into end-user visualization environments has traditionally focused on developing the human-computer interaction necessary to enable the quick and easy construction of domain-specific visualizations. That traditional focus has left open the question of how such environments might support human-human interaction. Especially in situations in which end-user visualization environments are enlisted to facilitate learning and to build design consensus, we hypothesize that a key benefit is their ability to mediate conversations about a scientific domain of interest. In what ways might end-user visualization environments support human communication, and what design features make them well-suited to do so? Drawing both on a theory of communication, and on empirical studies in which end-user environments were enlisted to support human communication, we propose a provisional framework of six ‘Communicative Dimensions’ of end-user visualization environments: programming salience, provisionality, story content, modifiability, controllability, and referencability. To illustrate the value of these dimensions as an analytic and design tool, we use them to map a sample of publicly available end-user visualization environments into the ‘Communicative’ design space. By characterizing those aspects of end-user visualization environments that impact social interaction, our framework provides an important extension to Green and Petre's #CL #TI Development of xml-based tools to support user interaction with algorithm visualization #AU Naps, Thomas and Rößling, Guido and Brusilovsky, Peter and English, John and Jarc, Duane and Karavirta, Ville and Leska, Charles #YR 2005 #JR ACM SIGCSE Bulletin #VO 37 #NR 4 #PP 123-138 #AB As a report of a working group at ITiCSE 2005, this paper represents a vision of the use of XML specifications and tools in algorithm visualization, particularly with regard to supporting user interaction. A detailed description is given of how an interesting event to be visualized is decomposed, combined with interactive questions, narratives, control flow code and metadata, and finally rendered into graphical primitive and transformation specifications. The heart of the paper is our discussion of XML specifications for content generation (the object being visualized), interactive questions, and graphical primitives and transformations, with briefer discussions of narratives and metadata. Examples are provided for each in an appendix, with fuller details to be published on an associated website that we hope will become a source of future standards in this area. In conclusion, the approach of the working group is discussed, and important remaining challenges are identified. #CL #TI A new approach to learning algorithms #AU Mudner, Tomasz and Shakshuki, Elhadi #YR 2004 #CO International Conference on Information Technology: Coding and Computing #VO 2 #AB Algorithm visualization aims to facilitate theunderstanding of algorithms by using graphics andanimation to reify the execution of an algorithm onselected input data. However, many currentvisualization techniques suffer from a variety ofproblems, such as lack of focus, presentation at asingle level of abstraction, and concentration on low-levelsteps rather than on high-level properties such asinvariants. In this paper, we present a new approach tolearning algorithms that aims to overcome thesedrawbacks. An algorithm is explained at various levelsof abstraction. Each level is designed to present asingle operation used in the algorithm. Operations are shown in a textual form of a pseudocode, but there is also an associated visualization. #CL #TI An Internet based algorithm visualization system #AU Hadlock, Frank and Balasubramanian, Daniel and Bittinger, James and Davis, Crystal and Kesiraju, Sarat and Kolpack, James and Northcutt, Jeffery and Sudireddy, Subash and Tyler, Megan and Williams, John and Wyatt, Jason #YR 2004 #JR Journal of Computing Sciences in Colleges #VO 20 #NR 2 #PP 304-310 #AB A web site for algorithm visualization is described. The site features paradigms for algorithm development, along with selected problems and algorithms. The objective is to aid students to visualize the behavior of these algorithms. The visualization employs a dynamic display of high-level pseudo code with an indicator as to the current step being executed. Execution is controlled by the user and is coordinated with a 2D graphics illustration of the effects of the individual steps. #CL #TI The effects of algorithm visualizations with storylines on retention: An experimental study #AU Hundhausen, Christopher D. and Patterson, R. and Brown, J. Lee and Farley, S. #YR 2004 #CO IEEE Symposium on Visual Languages - Human Centric Computing #AD Rome, Italy #PP 226-228 #AB Algorithm visualizations graphically illustrate how algorithms work. In prior ethnographic studies of a computer science course in which students were required to construct and present their own algorithm visualizations, we observed that visualizations based on storylines tended to stimulate increased audience interest and involvement. This observation, coupled with the empirical research that substantiates the value of stories as mnemonic devices, raises an interesting research question: Do visualizations with storylines actually help students remember the procedural behavior of an algorithm better than visualizations that do not involve storylines? To investigate this question, we conducted an experimental study that compared the memorability of algorithm descriptions involving differing degrees of spatial and verbal embellishment. The study failed to detect significant differences. We reflect on our lack of significant results, and suggest two alternative paths for future research into the value of story-based algorithm visualization. #CL #TI Survey of effortlessness in algorithm visualization systems #AU Karavirta, Ville and Korhonen, Ari and Ihantola, Petri #YR 2004 #CO Third Program Visualization Workshop #PP 141-148 #AB This paper reports the results of an on-line survey conducted among computer science educators to examine effortless creation of algorithm visualizations. Based on the results, we give a proposal for measuring effortlessness in this sense. The aim is to enhance the understanding of the visualization tools adequate in computer science education. #CL #TI Current perspectives on the pedagogical value of algorithm visualization #AU Demetriadis, Stavros and Papadopoulos, Pantelis M. #YR 2004 #CO Interaction between learner's internal and external representations in multimedia environment, State-of-the-art Report #PP 81-104 #AB The advent of computer technology offers the opportunity for developing multimodal, dynamic and interactive representations of knowledge which are expected to significantly enhance learning. This chapter presents an overview of the pedagogical effectiveness of the algorithm visualization systems, which make use of dynamic visual representations for supporting the instruction in the domain of computer algorithms. The author highlights the most important conceptual and methodological advances in the field, analyzing the properties of the representations that are usually displayed by such systems and presenting significant research results concerning their pedagogical efficiency. Available studies indicate that it is not the quality of the graphical display (“what the students see”) but students’ engagement in active learning situations with algorithm visualization systems (“what the students do”), that substantially affects the learning outcomes. Moreover, it seems that a significant level of learning is achieved when algorithm visualization systems are integrated in instructional settings which follow the constructivist paradigm. In this case students are guided not simply to view experts’ visualizations and interact with them but also to construct their own and present them to peers, thus initiating fruitful knowledge building conversations. In this way algorithm visualization systems are better conceptualized as “construction supporting” tools than simply as “knowledge conveyors”. Towards enhancing this role of the software it seems that “low-tech and fidelity” AV construction systems may be quite adequate for supporting students’ engagement in essential learning activities. #CL #TI A learning tool for the visualization of general directed or undirected rooted trees #AU Paparrizos, K. and Samaras, Nikolaos and Sifaleras, Angelo #YR 2004 #JR WIT Transactions on Information and Communication Technologies #VO 30 #NR 9 #AB This paper presents a new learning tool developed for the visualization of general directed and undirected rooted trees. This visualization tool for teaching graph and network algorithms provides an interactive view of the subject being taught to the students. The tool is designed for three different groups of users: developers, instructors and students. It could be used for the visualization of any algorithm that generates a sequence of trees. This new tool minimizes the instructor’s effort and gives him the possibility of drawing trees easily with many different properties. It can be used efficiently in courses like Graph Theory or Network Programming or in an introductory course like Algorithms and Data Structures. We believe that this tool will be an effective supplement to traditional class #CL #TI Effective features of algorithm visualizations #AU Saraiya, Purvi and Shaffer, Clifford A. and McCrickard, D. Scott and North, Scott #YR 2004 #JR ACM SIGCSE Bulletin #VO 36 #NR 1 #PP 382-386 #AB Many algorithm visualizations have been created, but little is known about which features are most important to their success. We believe that pedagogically useful visualizations exhibit certain features that hold across a wide range of visualization styles and content. We began our efforts to identify these features with a review that attempted to identify an initial set of candidates. We then ran two experiments that attempted to identify the effectiveness for a subset of features from the list. We identified a small number of features for algorithm visualizations that seem to have a significant impact on their pedagogical effectiveness, and found that several others appear to have little impact. The single most important feature studied is the ability to directly control the pace of the visualization. An algorithm visualization having a minimum of distracting features, and which focuses on the logical steps of an algorithm, appears to be best for procedural understanding of the algorithm. Providing a good example for the visualization to operate on proved significantly more effective than letting students construct their own data sets. Finally, a pseudocode display, a series of questions to guide exploration of the algorithm, or the ability to back up within the visualization did not show a significant effect on learning. #CL #TI Algorithm visualization #AU Stasko, John T. and Hundhausen, Christopher D. and Fincher, Sally #YR 2004 #CO Computer Science Education Research #ED Fincher, Sally & Petre, M. (eds.) #AD Lisse, The Netherlands #PU Taylor & Francis. #PP 199-228 #AB ??? Algorithms and data structures are the fundamental building blocks of computational processes and techniques. They are central not only to computer programming, but to the #CL #TI The Evolving User-Centered Design of the Algorithm Visualization Storyboarder #AU Hundhausen, Christopher D. and Wingstrom, Joshua and Vatrapu, Ravikiran #YR 2004 #CO VLHCC ’04: IEEE Symposium on Visual Languages - Human Centric Computing #AD Washington, DC, USA #PU IEEE Computer Society #PP 62-64 #AB The ALgorithm VIsualization Storyboarder (ALVIS) enables beginning and intermediate computer science students both to construct "low fidelity" (rough, unpolished) visualizations of the algorithms under study, and to present those visualizations to their peers and instructor for feedback and discussion. The original ALVIS software was a frail research prototype. We are using an iterative, user-centered design process to develop a public domain version of the software suitable for use in a "studio-based" computer science course. Through a series of empirical studies of both low and high fidelity prototypes of ALVIS, we have reevaluated the original design of ALVIS, and are presently in the process of making three key design changes: (a) the underlying scripting language is being redesigned for simplicity and ease of learning; (b) the interface for creating and placing graphical variables and spatial structures is being simplified and streamlined for ease of use; and (c) new features are being added that explicitly support storytelling. #CL #TI Effective features of algorithm visualizations #AU Saraiya, Purvi and Shaffer, Clifford A. and McCrickard, D. Scott and North, Chris #YR 2004 #CO SIGCSE '04: Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education #PP 382-386 #AB Many algorithm visualizations have been created, but little is known about which features are most important to their success. We believe that pedagogically useful visualizations exhibit certain features that hold across a wide range of visualization styles and content. We began our efforts to identify these features with a review that attempted to identify an initial set of candidates. We then ran two experiments that attempted to identify the effectiveness for a subset of features from the list. We identified a small number of features for algorithm visualizations that seem to have a significant impact on their pedagogical effectiveness, and found that several others appear to have little impact. The single most important feature studied is the ability to directly control the pace of the visualization. An algorithm visualization having a minimum of distracting features, and which focuses on the logical steps of an algorithm, appears to be best for procedural understanding of the algorithm. Providing a good example for the visualization to operate on proved significantly more effective than letting students construct their own data sets. Finally, a pseudocode display, a series of questions to guide exploration of the algorithm, or the ability to back up within the visualization did not show a significant effect on learning. #CL #TI Algorithm visualization in CS education: comparing levels of student engagement #AU Grissom, Scott and McNally, Myles F. and Naps, Tom #YR 2003 #CO SoftVis '03: Proceedings of the 2003 ACM symposium on Software visualization #PP 87-94 #AB Software technology for algorithm visualization (AV) has advanced faster than our understanding of how such technology impacts student learning. In this paper we present results of a multi-university study. We measured the effect of varying levels of student engagement with AV to learn simple sorting algorithms. These levels included: 1) not seeing any visualization, 2) simply viewing visualizations for a short period in the classroom, and 3) interacting directly with the visualizations for an extended period outside of the classroom. Our results show that learning increases as the level of student engagement increases. AV has a bigger impact on learning when students go beyond merely viewing a visualization and are required to engage in additional activities structured around the visualization. In particular, students who responded to questions integrated into the AV tool during their exploration of an algorithm showed the most improvement between a pretest and posttest. #CL #TI Visual algorithm simulation #AU Korhonen, Ari #YR 2003 #AD Helsinki University of Technology #AD Understanding data structures and algorithms, both of which are abstract concepts, is an integral part of software engineering and elementary computer science education. However, people usually have difficulty in understanding abstract concepts and processes such as procedural encoding of algorithms and data structures. One way to improve their understanding is to provide visualizations to make the abstract concepts more concrete. This thesis presents the design, implementation and evaluation for the Matrix application framework that occupies a unique niche between the following two domains. In the first domain, called algorithm animation, abstractions of the behavior of fundamental computer program operations are visualized. In the second domain, called algorithm simulation, the framework for exploring and understanding algorithms and data structures is exhibited. First, an overview and theoretical basis for the application framework is presented. Second, the different roles are defined and examined for realizing the idea of algorithm simulation. The roles considered includes users (i.e., learners and instructors), visualizers (those who specify the visualizations), programmers (those who wrote the original algorithms to be visualized), and the developers (those who continue to design and implement the Matrix framework). Finally, the effectiveness of the algorithm simulation exercises, the main application embodied in the framework, is studied. The current tool is utilized for delivering, representing, solving, and submitting tracing exercises that can be automatically assessed, and thus provides meaningful feedback on learners performance. #CL #TI JAWAA: easy web-based animation from CS 0 to advanced CS courses #AU Akingbade, Ayonike and Finley, Thomas and Jackson, Diana and Patel, Pretesh and Rodger, Susan H. #YR 2003 #JR ACM SIGCSE Bulletin #VO 35 #NR 1 #PP 162-166 #AB We present JAWAA 2.0, a scripting language for creating animations easily over the web. JAWAA includes primitives, easy creation of data structures and operations on these structures, and an editor for easy creation of complex objects. We show how to use JAWAA in a range of computer science courses including CS 0, CS 1, CS 2 and advanced courses. Instructors can quickly build animations for demos in lecture, and students can enhance their programming projects with an animation. #CL #TI Evaluating the educational impact of visualization #AU Naps,Thomas L. and Cooper, Stephen and Koldehofe, Boris and Leska, Charles and Rößling, Guido and Dann, Wanda and Korhonen, Ari and Malmi, Lauri and Rantakokko, Jarmo and Ross, Rockford J. and Anderson, Jay and Fleischer, Rudolf and Kuittinen, Marja and McNally, Myless #YR 2003 #JR SIGCSE Bull. #VO 35 #NR 4 #PP 124-136 #AB The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes. #CL #TI Constructive and collaborative learning of algorithms #AU Hübscher-Younger, Teresa and Narayanan, N. Hari #YR 2003 #CO SIGCSE '03: Proceedings of the 34th SIGCSE technical symposium on Computer science education #PP 6-10 #AB This research began by investigating the literature on student learning from algorithm animations and conducting experimental studies of an algorithm visualization system. The results led us to develop CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning), using which students created expository representations of algorithms, shared their representations with others, evaluated each other's representations and discussed them. The system and the activities of representation creation, sharing, evaluation and discussion that it supports were then studied in three experiments, which are summarized. They show a significant positive relationship between these constructive and collaborative activities and algorithm learning, which suggests that this is a beneficial pedagogical approach for introductory courses on algorithms. #CL #TI Distributed visualization of graph algorithms #AU Sherstov, Alexander A. #YR 2003 #JR ACM SIGCSE Bulletin #VO 35 #NR 1 #PP 376-380 #AB DisViz is a visualization tool designed to assist students in learning graph algorithms, an important topic in the undergraduate curriculum. DisViz is intended for collaborative use by a group of students over a classroom network. This visualization system views network hosts as graph nodes and the socket connections among them, as graph edges. In typical usage, every student runs a copy of DisViz on his/her local machine. These applications detect each other's presence on the network and coordinate their actions to execute the graph algorithm in question and to deliver identical animations to every terminal. #CL #TI Visualization and teaching simplex algorithm #AU Lazaridis, V. and Samaras, N. and Zissopoulos, D. #YR 2003 #CO 3rd IEEE International Conference on Advanced Technologies #AD Athens, Greece #PP 270-271 #AB The teaching experience of the revised simplex method in matrix notation on the blackboard leads us to prepare a visualization alternative, useful for the constituting part of the education liturgy. According to our approach the educator does not spend anymore valuable time on boring calculations while the student understands complex mathematical concepts. Our courseware has unique features like: actual solution to the simplex problem, on screen animation and intervention points. The program is a Java application, running through any browser and evaluated at University of Macedonia at Thessaloniki. #CL #TI Constructive and Collaborative Learning of Algorithms #AU Hubscher-Younger, Teresa and Narayanan, N. Hari #YR 2003 #CO SIGCSE '03: Proceedings of the 34th SIGCSE technical symposium on Computer science education #PP 6-10 #AB This research began by investigating the literature on student learning from algorithm animations and conducting experimental studies of an algorithm visualization system. The results led us to develop CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning), using which students created expository representations of algorithms, shared their representations with others, evaluated each other's representations and discussed them. The system and the activities of representation creation, sharing, evaluation and discussion that it supports were then studied in three experiments, which are summarized. They show a significant positive relationship between these constructive and collaborative activities and algorithm learning, which suggests that this is a beneficial pedagogical approach for introductory courses on algorithms. #CL #TI Dancing hamsters and marble statues: characterizing student visualizations of algorithms #AU Hübscher-Younger, Teresa and Narayanan, N. Hari #YR 2003 #CO SoftVis '03: Proceedings of the 2003 ACM symposium on Software visualization #PP 95-104 #AB Algorithm visualization research for computer science education has primarily focused on expert-created visualizations. However, constructionist and situated theories of learning suggest that students should develop and share their own diverse understandings of a concept for deep learning. This paper presents a novel approach to algorithm learning by visualization construction, sharing, and evaluation. Three empirical studies in which students engaged in these activities are discussed. The resulting learning benefits are quantified, and student visualizations are characterized in multiple ways. Then another study that investigated how specific characteristics of such visualizations influence learning is described. This work demonstrates the effectiveness of having students create algorithm visualizations, identifies characteristics of student-created algorithm visualizations and illuminates the learning benefits derived from these characteristics. #CL #TI Integrating algorithm visualization technology into an undergraduate algorithms course : ethnographic studies of a social constructivist approach #AU Hundhausen, Christopher D. #YR 2002 #JR Computers & Education #VO 39 #NR 3 #PP 237-260 #AB Algorithm visualization (AV) software graphically illustrates how algorithms work. Traditionally, computer science instructors have used the software as a visual aid in lectures, or as the basis for interactive laboratories. An alternative approach, inspired by Social Constructivist learning theory, is to have students construct and present their own visualizations. Notice that, in this alternative approach, rather than acting as a knowledge conveyer that transfers an expert's mental model of an algorithm to students, AV software grants students access to forms of expert course participation typically reserved only for instructors. To explore this alternative approach, I conducted a pair of ethnographic field studies in a junior-level algorithms course that included AV construction and presentation assignments. Through a broad range of field techniques, including participant observation, interviewing, videotaping, and diary collecting, I gained crucial insights into the approach. My most significant finding was that, when used within the context of AV construction and presentation exercises, conventional AV software can actually distract students from concentrating on activities and concepts relevant to an undergraduate algorithms course. When supported by an alternative, “low tech” version of AV technology, however, AV construction and presentation appear not only to focus students on relevant activities and concepts, but also to enable them to participate more extensively the course, thus contributing to their learning. #CL #TI A language and system for constructing and presenting low fidelity algorithm visualizations #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2002 #CO Software Visualization State-of-the-Art Survey #ED Diehl, Stefan #VO LNCS 2269 #PU Springer Verlag, New York #PP 227-240 #AB Computer science educators have traditionally used algorithm visualization (AV) software to create graphical representations of algorithms that are later used as visual aids in lectures, or as the basis for interactive labs. Typically, such visualizations are high fidelity in the sense that (a) they depict the target algorithm for arbitrary input, and (b) they tend to have the polished look of textbook figures. In contrast, low fidelity visualizations illustrate the target algorithm for a few, carefully chosen input data sets, and tend to have a sketched, unpolished appearance. Drawing on the findings of ethnographic studies we conducted in a junior-level algorithms course, we motivate the use of low fidelity AV technology as the basis for an alternative learning paradigm in which students construct and present their own visualizations. To explore the design space of low fidelity AV technology, we present a prototype language and system derived from empirical studies in which students constructed and presented visualizations made out of simple art supplies. Our prototype language and system pioneer a novel technique for programming visualizations based on spatial relations, and a novel presentation interface that supports reverse execution and dynamic mark-up and modification. #CL #TI The effects of representation on students’ elaborations in collaborative inquiry #AU Suthers, Daniel D. and Hundhausen, Christopher D. #YR 2002 #CO In: CSCL ’02 : Proceedings of the Conference on Computer Support for Collaborative Learning 472-480 International Society of the Learning Sciences. #AB In order to better understand how software design choices may influence students’ collaborative learning, we con- ducted a study of the influence of tools for constructing representations of evidential models on collaborative learn- ing processes and outcomes. Pairs of participants worked with one of three representations (matrix, graph, text) while investigating a complex public health problem. Focusing on students’ collaborative investigative processes and post-hoc essays, we present several analyses that assess the impact of representation type on students’ elaborations of their emerging knowledge. Our analyses indicate significant impacts on the extent to which students revisit knowl- edge and the likelihood that they will use that knowledge later. #CL #TI The Algorithm Animation Repository #AU Crescenzi, Pilu and Hundhausen, Christopher D. and Stasko, John T. and Faltin, Nils and Naeher, Stefan and Fleischer, Rudolf and Rößling, Guido and Sutinen, Erkki #YR 2002 #CO Second Program Visualization Workshop #AD Hornstrup Centret, Denmark #AB Introduction As researchers in theoretical or practical computer science, we are used to publishing our results in form of research papers that appear in conference proceedings or journals. Journals are normally considered more prestigious than conference proceedings because their more rigorous refereeing standards presumably guarantee a higher quality of the published research papers. This well-established practice of publishing research results puts real practical researchers whose main interest is to write software at a certain disadvantage. There is no established way to `publish' software (except for describing the software in a companion paper that may be considered publishable) unless you want to go the long way of commercializing your system. But this usually only makes sense for certain large systems. Therefore, all the e#ort that goes into the development of smaller programs is usually not rewarded by the academic community because there is no way to make these little progra #CL #TI Exploring the role of visualization and engagement in computer science education #AU Naps, Thomas L. and Rößling, Guido and Almstrum, Vicki L. and Dann, Wanda #YR 2002 #CO ACM SIGCSE Bulletin #VO 35 #PP 131-152 #AB 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 well-recognized 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. #CL #TI Designing educationally effective algorithm visualizations #AU Hansen, Steven and Narayanan, N. Hari and Hegarty, Mary #YR 2002 #JR Journal of Visual Languages & Computing #VO 13 #NR 3 #PU Elsevier #PP 291-317 #AB Despite the intuitively compelling adage ‘a picture is worth a thousand words’, a attempts over the past decade to use animations to explain algorithms to students have produced disappointing results. In most cases, interesting algorithm animations were designed, but no formal, systematic evaluations were conducted. When such evaluations were performed the results were mixed, with compelling evidence for the instructional superiority of algorithm animations failing to emerge. It is in this context that we embarked on a research program to develop educationally effective algorithm visualizations. This program was based on the premise that animations needed to be embedded in a knowledge and context providing hypermedia environment in order to effectively harness their power to enhance learning. This paper describes the architecture of the resulting Hypermedia Algorithm Visualization system (HalVis). Four empirical studies with HalVis are described, which demonstrated that the extent of learning exhibited by students who used HalVis was significantly greater than that of students who used means of traditional instruction or a typical algorithm animation. #CL #TI A testbed for pedagogical requirements in algorithm visualizations #AU Rößling, Guido and Naps, Thomas L. #YR 2002 #CO ITiCSE '02: Proceedings of the 7th annual conference on Innovation and technology in computer science education #PP 96-100 #AB Although algorithm visualizations have become numerous, they still have not been successfully adapted into mainstream computer science education. Algorithm visualization systems need to better address pedagogical requirements for effective educational use. We discuss the relevance of several such requirements that are not supported in most systems. The combination of two existing algorithm visualization systems implements these requirements and thereby provides a rich testbed for future studies of effectiveness. #CL #TI Low-fidelity algorithm visualization #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2002 #JR Journal of Visual Languages & Computing #VO 13 #NR 5 #PU Elsevier #PP 449-470 #AB Computer science educators have traditionally used algorithm visualization (AV) software to create graphical representations of algorithms for use as visual aids in lectures, or as the basis for interactive labs. Typically, such visualizations are high-fidelity in the sense that (a) they depict the target algorithm for arbitrary input, and (b) they tend to have the polished look of textbook figures. In contrast, low-fidelity visualizations illustrate the target algorithm for a few, carefully chosen input data sets, and tend to have a sketched, unpolished appearance. Drawing on ethnographic field studies of a junior-level undergraduate algorithms course, we motivate the use of low-fidelity AV technology as the basis for an alternative learning paradigm in which students construct their own visualizations, and then present those visualizations to their instructor and peers for feedback and discussion. To explore the design space of low-fidelity AV technology, we present SALSA (patial gorithmic Language for torybording) and ALVIS (gorithm sualization toryboarder), a prototype end-user language and system firmly rooted in empirical studies in which students constructed and presented visualizations made out of simple art supplies. Our prototype end-user language and system pioneer a novel technique for programming of visualizations based on spatial relations, and a novel presentation interface that supports human discussions about algorithms by enabling reverse execution and dynamic mark-up and modification. Moreover, the prototype provides an ideal foundation for what we see as the algorithms classroom of the future: the interactive ‘algorithms studio’. #CL #TI Structure and constraints in interactive exploratory algorithm learning #AU Faltin, Nils #YR 2002 #VO Software Visualization, International Seminar #AD Dagstuhl Castle, Germany #PP 213-226 #AB Traditionally an algorithm is taught by presenting and explaining the problem, the algorithm pseudocode and an algorithm animation or a sequence of static snapshots. My aim is to foster creativity, motivation and high level programming concepts by providing the student an alternative route to algorithm understanding: exploratory learning. The algorithm is structured into several functions and this structure is presented to the student. The student is encouraged to device a pseudocode description himself. An instance of the problem is presented on the level of each algorithm function. A graphical simulation of the data structures and some of the algorithm functions are provided. It is the student’s task to find out a correct sequence of function calls that will solve the problem instance. The instructor can control the difficulty of the task by providing algorithm constraints. Each new constraint will shrink the solution space and thus ease the task. #CL #TI Effortless creation of algorithm visualization #AU Karavirta, Ville and Korhonen, Ari and Nikander, Jussi and Ihantola, Petri #YR 2002 - academia.edu #AB The idea of using visualization technology,to enhance,the understanding,of abstract concepts like data structures and algorithms, has become widely accepted. One of the main obstacles for fully taking advantage,of algorithm,visualization seems to be the time and effort required to design, integrate and maintain the visualizations. The process of creating software visualizations (SV) is thought to be too laborious to be worthwhile (Hundhausen et al., 2002). Thus, “a future challenge is to create tools and methodologies which will result in the use of SVs by the majority of computer science educators” (Domingue, 2002). Several attempts,have been,made,to introduce,a system,that levels out the burden,of creating new visualizations (Haajanen et al., 1997; Korhonen and Malmi, 2002; LaFollette et al., 2000; Naharro-Berrocal et al., 2002). However, none of these systems has gained wide recognition. Therefore we have surveyed several systems,in order to identify why the creation of software visualization is such a laborious process. The users of visualization systems can be divided into two classes. First, there are producers, who use the systems to create visualizations. Second, there are consumers who benefit from the visualizations. By using, for example, Jeliot (Haajanen et al., 1997), it is possible for the consumer to be present and view the visualization while the producer constructs it, but it is not possible to save the visualization for later use. However, in systems like Animal (Rößling, 2000) and JAWAA (Pierson and Rodger, 1998), the producer first creates the visualization and it is used later on. There are also systems like Matrix (Korhonen and Malmi, 2002), where both approaches are possible. If the visualization is recorded for later use it should be in some widely-used format. Moreover, the usefulness of a visualization is limited, if consumers need a special viewing program. It is impossible to use such visualizations as parts of Web-Based Learning Environments,like JHAV´E (Naps et al., 2000) or integrate them into hypertextbooks as argued by Ross and Grinder (2002). Thus, we only cover systems that are capable of delivering visualization in some,widely used format,such as Java applet or Scalable Vector Graphics. Furthermore, there must be some minimum level of interaction between the consumer and the visualization (R¨oßling and Naps, 2002). Therefore systems that do not offer any control #CL #TI Empirical evidence that algorithm animation promotes understanding of distributed algorithms #AU Tudoreanu, M.E. and Wu, R. and Hamilton-Taylor, A. and Kraemer, E. #YR 2002 #CO IEEE 2002 Symposia on Human Centric Computing Languages and Environments #AD Arlington, VA, USA #PP 236-243 #AB Previous studies of program visualization have generally failed to provide convincing support for the benefits of algorithm animation in promoting the understanding of computations. This paper presents a study in which the use of program visualization resulted in significantly better understanding of a distributed computation. Understanding was measured in terms of the number of correct responses to questions about the algorithm. The environment used in this study differs from that of previous studies in a number of aspects: it combines the use of distributed algorithm visualization, 3D visualization, and legends. In addition, the design of both the experiment and animation focuses on reducing cognitive noise. #CL #TI From theory to experiment to practice in CS education #AU Ben-Ari, Mordechai #YR 2002 - boutiqueblu.com #CO 2nd Annual Finnish/Baltic Sea Conference on ??? #AB In this paper, I will summarize a five-year excursion into computer science education (CSE). The excursion began with a theoretical insight, continued with experimental studies and can now be summarized in suggestions for improving the pedagogy of computer science (CS). The theoretical insight pertained to the applicability of constructivism in CSE: I concluded that students find it difficult to construct viable mental models of computers and software artifacts, because they have no pre-existing models upon which to build. I conjectured that the creation of conceptual models by educators can make it easier to acquire viable mental models, and my graduate students have performed empirical experiments to verify this conjecture. These experiments identified the important features of conceptual models that can guide educators, both teachers and developers of learning material and software. #CL #TI The Algorithms Studio project: Using sketch-based visualization technology to construct and discuss visual representations of algorithms #AU Hundhausen, Christopher D. #YR 2002 #CO Proceedings IEEE 2002 Symposia on Human Centric Computing Languages and Environments #AB The "Algorithms Studio" project explores a novel, studio-based approach to teaching an undergraduate course on computer algorithms. Inspired by the design studio commonly used in architecture education, the approach emphasizes conceptual design activities in which students use sketch-based algorithm visualization technology to create their own visual representations of the algorithms under study. They then discuss their representations with their peers and instructor within the context of regularly scheduled critique sessions. A diverse program of planned empirical studies will investigate the value and role of visualization technology in learning algorithms at the cognitive, social, and cultural levels. #CL #TI Electronic course material on Data structures and Algorithms #AU Korhonen, Ari and Malmi, L. and Mard, P. and Salonen, H. #YR 2002 #CO Computer Science, Computer Science Education, Tools and Techniques, Visual Processing, Data Structure #AB Electronic textbooks and other course material built on internet technology are becomingwidely accepted. From the student’s point of view such learning material can be dividedinto two categories. First, passive instructive material includes text, pictures and ready-made algorithm animations. Second, constructive material allows the learner to interactivelymodify ready-made examples, and also design and explore examples of his own. We considerthis latter form of material to be more valuable because it increases the learner engagement.There is also empirical evidence suggesting that learners do better through active rather thanpassive activities (Lawrence et al., 1994), Hundhausen et al. (2002). In this paper we focus ontools and techniques to produce (inter)active course material for computer science education,especially on Data Structures and Algorithms. #CL #TI Learning and Retention in Data Structures: A Comparison of Visualization, Text, and Combined Methods #AU Kamal, Aejaaz and Saraiya, Purvi and North, Chris and McCrickard, Scott and Shaffer, Cliffors A. and Colaso, Vikrant #YR 2002 #CO EdMedia + Innovate Learning #AD Denver, Colorado, USA #AB Numerous studies have been conducted to evaluate the effect of animated visualizations on students learning data structures, but few have attempted to evaluate the retention of information gained from visualizations. Our work focuses on comparing different media used for teaching data structures, particularly as they affect the learning process over time. Results from our empirical studies suggest that a combination of text and visualization helps students retain knowledge better than either approach alone. #CL #TI Empirical Evidence that Algorithm Animation Promotes Understanding of Distributed Algorithms #AU Tudoreanu, M.E. and Wu, Rong and Hamilton-Taylor, A. and Kraemer, Eileen T. #YR 2002 #CO IEEE 2002 Symposia on Human Centric Computing Languages and Environments #AD Arlington, VA, USA #PP 236-243 #AB Previous studies of program visualization have generally failed to provide convincing support for the benefits of algorithm animation in promoting the understanding of computations. This paper presents a study in which the use of program visualization resulted in significantly better understanding of a distributed computation. Understanding was measured in terms of the number of correct responses to questions about the algorithm. The environment used in this study differs from that of previous studies in a number of aspects: it combines the use of distributed algorithm visualization, 3D visualization, and legends. In addition, the design of both the experiment and animation focuses on reducing cognitive noise. #CL #TI Toward effective algorithm visualization artifacts: designing for participation and communication in an undergraduate algorithms course #AU Hundhausen, Christopher D. #YR 2002 #AD University of Oregon #AB Algorithm visualization (AV) software graphically illustrates how computer algorithms work. While the software initially had much promise as a pedagogical aid, research studies designed to substantiate its pedagogical benefits have yielded markedly mixed results. I argue that to harness the pedagogical promise of AV software, we need to rethink the theory of effectiveness that has guided its design and pedagogical use. My starting point is an alternative theoretical foundation that views learning not at the level of the individual, but rather at the level of the community of practice. On this alternative view, learning is seen in terms of participating more centrally in the practices of the community. To tailor this theoretical perspective to the particulars of the community of practice in which algorithms learning takes place, I conducted an ethnographic study of an undergraduate algorithms course in which AV software was used to facilitate students’ more central participation in the community. Specifically, students were asked to use AV software to construct and present their own visualizations—two activities commonly performed only by community experts (algorithms instructors). The key finding of the study is that requiring students to use conventional AV software in this way actually impedes learning within the community, because it requires students to put inordinate amounts of time into community-irrelevant activities, and because it discourages students and instructors from engaging in meaningful conversations about algorithms. On the other hand, asking students to construct and present homemade visualizations made out of simple art supplies appears to avoid these problems. To explore this finding further, this dissertation pursues two parallel research directions: (1) a controlled experiment that tests the hypothesis that, on a test of procedural understanding and recall, students who construct their own, homemade visualizations will outperform students who interact with a visualization constructed by an expert; and (2) a prototype AV system that supports the construction and presentation f unpolished, pen-and-paper visualizations. This research provides the beginnings of an alternative theory of effectiveness, which emphasizes the importance of students' constructing and discussing unpolished, pen-and-paper visualizations as a means of participating in a community of practice. #CL #TI A meta-study of algorithm visualization effectiveness #AU Hundhausen, Christopher D. and Douglas, Sarah A. and Stasko, John T. #YR 2002 #JR Journal of Visual Languages and Computing #VO 13 #PP 259-290 #AB Algorithm visualization (AV) technology graphically illustrates how algorithms work. Despite the intuitive appeal of the technology, it has failed to catch on in mainstream computer science education. Some have attributed this failure to the mixed results of experimental studies designed to substantiate AV technology’s educational effectiveness. However, while several integrative reviews of AV technology have appeared, none has focused specifically on the software’s effectiveness byanalyzing this body of experimental studies as a whole. In order to better understand the effectiveness of AV technology, we present a systematic meta-study of 24 experimental studies. We pursue two separate analyses: an analysis of independent variables, in which we tie each study to a particular guiding learning theory in an attempt to determine which guiding theory has had the most predictive success; and an analysis of dependent variables, which enables us to determine which measurement techniques have been most sensitive to the learning benefits of AV technology. Our most significant finding is that how students use AV technology has a greater impact on effectiveness than what AV technology shows them. Based on our findings, we formulate an agenda for future research into AV effectiveness. #CL #TI How undergraduate students' learning strategy and culture effects algorithm animation use and interpretation #AU Hubscher-Younger, Tomasz and Narayanan, N. Hari #YR 2001 #CO IEEE International Conference on Advanced Learning Technologies #AD Madison, WI, USA #PP 113-116 #AB Algorithm animation systems have not met the initial promise they seemed to hold for teaching algorithms to undergraduate computer science students. A qualitative study of algorithm learning strategies of students and a usability study of a hypermedia algorithm animation system led to the conclusion that current algorithm animations may actually do more to hinder than help undergraduates develop a solid understanding of the algorithm, because of their learning strategies. Students relied on a single representation of an algorithm, misinterpreted the limitations and specifics of that representation, avoided using outside media sources and worked primarily within groups to understand algorithms. Thus, algorithm animation may have limited usefulness for this population. Therefore, to discourage students from relying on a single representation and to encourage them to be more self-directed and engaged learners, we have students create, share and collectively interpret their own algorithm representations. #CL #TI Designing effective animations for computer science instruction #AU Grillmeyer, Oliver #YR 2001 #AD  University of California, Berkeley #AB This study investigated the potential for animations of Scheme functions to help novice computer science students understand difficult programming concepts. These animations used an instructional framework inspired by theories of con structivism and knowledge integration. The framework had students make predictions, reflect, and specify examples to animate to promote autonomous learning and result in more integrated knowledge. The framework used ani mated pivotal cases to help integrate disconnected ideas and restructure students' incomplete ideas by illustrating weaknesses in their existing models. The animations scaffolded learners, making the thought processes of experts more visible by modeling complex and tad t information. The animation design was guided by prior research and a methodology of design and refinement. Analysis of pilot studies led to the development of four design concerns to aid animation designers: dearly illustrate the mapping between objects in animations with the actual objects they represent, show causal connections between elements, draw attention to the salient features of the modeled system, and create animations that reduce complexity. #CL #TI Rethinking the evaluation of algorithm animations as learning aids: an observational study #AU Kehoe, C. and Stasko, John T. and Taylor, A. #YR 2001 #JR International Journal of Human-Computer Studies #VO 54 #PP 265-284 #AB One important aspect of creating computer programs is having a sound understanding of the underlying algorithms used by programs. Learning about algorithms, just like learning to program, is difficult, however. A number of prior studies have found that using animation to help teach algorithms had less beneficial effects on learning than hoped. Those results surprise many computer science instructors whose intuition leads them to believe that algorithm animations should assist instruction. This article reports on a study in which animation is utilized in more of a “homework” learning scenario rather than a “final exam” scenario. Our focus is on understanding how learners will utilize animation and other instructional materials in trying to understand a new algorithm, and on gaining insight into how animations can fit into successful learning strategies. The study indicates that students use sophisticated combinations of instructional materials in learning scenarios. In particular, the presence of algorithm animations seems to make a complicated algorithm more accessible and less intimidating, thus leading to enhanced student interaction with the materials and facilitating learning. #CL #TI Helping learners visualize and comprehend algorithms #AU Hansen, S. R. and Narayanan, N. H. and Schrimpsher, D. #YR 2000 #JR Interactive Multimedia Electronic Journal of Computer-Enhanced Learning #VO 1 #AB The idea of using animations to illustrate dynamic behaviors of computer algorithms is over fifteen years old. Over a hundred algorithm animation systems have been built since then, with most developed in the belief that the animations would serve as effective learning aids for students. However, only recently have researchers started asking the question – do algorithm animations really help? Unfortunately, results of experiments driven by this question have been disappointing. We believe that previous attempts at using animation to teach algorithm behavior were unsatisfactory not because of a flaw with animation as a technique, but because of the approach used to convey the animations. This paper provides an overview of our algorithm visualization research, based on the premise that a rethinking of algorithm animation design is required in order to harness its power to enhance learning. A novel theoretical framework for the design of effective algorithm visualizations, one which espouses embedding interactive analogies and animations in hypermedia to enhance contextual learning, is presented first. We then describe the architecture of HalVis, an implemented system based on this framework, and illustrate the various learning components of this architecture through an annotated slideshow of a visualization of the SelectionSort algorithm. Finally, a summary of results from eight empirical studies conducted over three years, involving more than 230 undergraduate students, is provided. These experiments demonstrated a statistically significant advantage of our framework over both traditional means of instruction and algorithm animations representative of extant research on this topic. They also led to a surprising discovery of the important role of interactive and animated analogies in priming learning about algorithms from subsequent visualizations. #CL #TI Empirical studies of information visualization: a meta-analysis #AU Chen, C. and Yu, Y. #YR 2000 . #JR International Journal of Human-Computer Studies #VO 53 #NR 6 #PP 851-866 #AB A meta-analysis is conducted on a set of empirical studies of information visualization. To be included in the meta-analysis, a study must meet a set of selection criteria. The meta-analysis synthesizes significant levels and effect sizes, tests the heterogeneity of findings from individual studies included and tests the linear trends over a range of information visualization features with ascending visual-spatial complexity. Recommendations for future experimental studies of information visualizations are included. #CL #TI Using visualizations to learn algorithms: should students construct their own, or view an expert’s? #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO In: Proceedings 2000 IEEE International Symposium on Visual Languages. IEEE Computer SocietyPress, Los Alamitos #PP 21-28 #AB Algorithm visualization software graphically illustrates how computer algorithms work. Past experiments designed to substantiate the software’s pedagogical value have yielded mixed results. A review of these studies suggests that the more actively involved learners are in the visualization process, the better they perform. Given this trend, and inspired by ethnographic fieldwork we conducted in an undergraduate algorithms course, we hypothesize that students who use simple art supplies to construct their own visualizations will learn an algorithm better than students who interact with computer-based visualizations constructed by an expert. We conducted an experiment to test this hypothesis, and found no significant differences between the two pedagogical approaches. Thus, students who use “low tech” materials to construct their own visualizations may learn algorithms just as well as students who study conventional “high tech” visualizations constructed by an expert. This result motivates a markedly different kind of algorithm visualization software: one that enables learners to construct their own “low tech” visualizations. #CL #TI Assessing the benefits of interactive prediction using web-based algorithm animation courseware #AU Jarc, D. J. and Feldman, M. B. and Heller, R. S. #YR 2000 #CO Proceedings SIGCSE 2000 #PU ACM Press, NewYork #PP 377-381 #AB This study used educational soflware--courseware--that contained algorithm animations and data structure visualizations that were implemented with the programming language Java, and were embedded in a collection of World Wide Web pages. The objective of this study was to determine whether the interactive prediction facility provided by this courseware produced a significant learning advantage. Two experiments were conducted. The results indicated that the students who used the interactive version of the courseware spent significantly more time using it than those who used the noninteractive version. Students who used the interactive version scored better on several of the questions that tested the more difficult lessons, but performed more poorly overall. None of the differences were statistically significant. #CL #TI JHAVÉ - an environment to actively engage students in Web-based algorithm visualizations #AU Naps, Thomas L. and Eagan, James R. and Norton, Laura L. #CO Proceedings of the 31st Technical Symposium on Computer Science Education (SIGCSE'00) #YR 2000 #PP 109-113 #AB In this paper, we describe JHAVI~ (Java-hosted Algorithm Visualization Environment), a client-server environment for delivering algorithm visualizations over the Web. The first section of the paper briefly summarizes prior research by a variety of investigators into the pedagogical effectiveness of algorithm visualization (AV). The design goals of JHAVI~ are then placed in the context of this research. After a discussion of some technical details of the JHAVI~ architecture, we present two examples of algorithms depicted in JHAVI~. The results of students' exploring these algorithms with JHAVI~ are analyzed. We close with a discussion of the general conclusions reached from our current work and future directions in which it may lead. #CL #TI Shifting from high fidelity to low fidelity algorithm visualization technology #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO CHI’00: Human factors in computing systems #AD New York, NY, USA #PU ACM. #PP 179-180 #AB Traditional algorithm visualization software supports the creation of “high fidelity” visualizations, which depict the target algorithm for arbitrary input, and have the polished look of textbook figures. Drawing on the findings of ethnographic studies we conducted in an undergraduate algorithms course, we have developed SALSA/ALVIS, a markedly different kind of algorithm visualization software that enables students to construct and present their own “low fidelity” visualizations. Unlike “high fidelity” visualizations, “low fidelity” visualizations depict the target algorithm for a few, carefully selected input data sets, and have an unpolished look. In addition, they can be viewed both forwards and backwards, and dynamically marked up and modified, making them well-suited for mediating student-instructor discussions about algorithms. #CL #TI Using Visualizations to Learn Algorithms : Should Students Construct Their Own, or View an Expert’s #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO VL’00: International Symposium on Visual Languages #AD Washington, DC, USA #PU IEEE Computer Society #AB Algorithm visualization software graphically illustrates how computer algorithms work. Past experiments designed to substantiate the software's pedagogical value have yielded mixed results. A review of these studies suggests that the more actively involved learners are in the visualization process, the better they perform. Given this trend, and inspired by ethnographic fieldwork we conducted in an undergraduate algorithms course, we hypothesize that students who use simple art supplies to construct their own visualizations will learn an algorithm better than students who interact with computer based visualizations constructed by an expert. We conducted an experiment to test this hypothesis, and found no significant differences between the two pedagogical approaches. Thus, students who use “low tech” materials to construct their own visualizations may learn algorithms just as well as students who study conventional “high tech” visualizations constructed by an expert. This result motivates a markedly different kind of algorithm visualization software: one that enables learners to construct their own “low tech” visualizations #CL #TI SALSA and ALVIS : A Language and System for Constructing and Presenting Low Fidelity Algorithm Visualizations #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO VL’00: International Symposium on Visual Languages #AD Washington, DC, USA #PU IEEE Computer Society. #AB Computer science educators have traditionally used algorithm visualization (AV) software to create graphical representations of algorithms that are later used as visual aids in lectures, or as the basis for interactive labs. Typically, such visualizations are high fidelity in the sense that (a) they depict the target algorithm for arbitrary input, and (b) they tend to have the polished look of textbook figures. In contrast, low fidelity visualizations illustrate the target algorithm for a few, carefully chosen input data sets, and tend to have a sketched, unpolished appearance. Drawing on the findings of ethnographic studies we conducted in a junior-level algorithms course, we motivate the use of low fidelity AV technology as the basis for an alternative learning paradigm in which students construct and present their own visualizations. To explore the design space of low fidelity AV technology, we present a prototype language and system derived from empirical studies in which students constructed and presented visualizations made out of simple art supplies. Our prototype language and system pioneer a novel technique for programming visualizations based on spatial relations, and a novel presentation interface that supports reverse execution and dynamic mark-up and modification #CL #TI Low fidelity algorithm visualization #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO The Visual End User Workshop Symposium on Visual Languages #AD Seattle, WA #PP 227-240 #AB Computer science educators have traditionally used algorithm visualization (AV) software to create graphical representations of algorithms that are later used as visual aids in lectures, or as the basis for interactive labs. Typically, such visualizations are high fidelity in the sense that (a) they depict the target algorithm for arbitrary input, and (b) they tend to have the polished look of textbook figures. In contrast, low fidelity visualizations illustrate the target algorithm for a few, carefully chosen input data sets, and tend to have a sketched, unpolished appearance. Drawing on the findings of ethnographic studies we conducted in a junior-level algorithms course, we motivate the use of low fidelity AV technology as the basis for an alternative learning paradigm in which students construct and present their own visualizations. To explore the design space of low fidelity AV technology, we present a prototype language and system derived from empirical studies in which students constructed and presented visualizations made out of simple art supplies. Our prototype language and system pioneer a novel technique for programming visualizations based on spatial relations, and a novel presentation interface that supports reverse execution and dynamic mark-up and modification. #CL EVAL #TI Helping learners visualize and comprehend algorithms #AU Hansen, S.R. and Narayanan, N. Hari #YR 2000 #CO Interactive Multimedia Electronic Journal of Computer - Enhanced Learning 2 #AB The idea of using animations to illustrate dynamic behaviors of computer algorithms is over fifteen years old. Over a hundred algorithm animation systems have been built since then, with most developed in the belief that the animations would serve as effective learning aids for students. However, only recently have researchers started asking the question - do algorithm animations really help? Unfortunately, results of experiments driven by this question have been disappointing. We believe that previous attempts at using animation to teach algorithm behavior were unsatisfactory not because of a flaw with animation as a technique, but because of the approach used to convey the animations. This paper provides an overview of our algorithm visualization research, based on the premise that a rethinking of algorithm animation design is required in order to harness its power to enhance learning. A novel theoretical framework for the design of effective algorithm visualizations, one which espouses embedding interactive analogies and animations in hypermedia to enhance contextual learning, is presented first. We then describe the architecture of HalVis, an implemented system based on this framework, and illustrate the various learning components of this architecture through an annotated slideshow of a visualization of the SelectionSort algorithm. Finally, a summary of results from eight empirical studies conducted over three years, involving more than 230 undergraduate students, is provided. These experiments demonstrated a statistically significant advantage of our framework over both traditional means of instruction and algorithm animations representative of extant research on this topic. They also led to a surprising discovery of the important role of interactive and animated analogies in priming learning about algorithms from subsequent visualizations. #CL EVAL #TI Helping learners visualize and comprehend algorithms #AU Hansen, S. R. and Narayanan, N. Hari and Schrimpsher, D. #YR 2000 #JR Interactive Multimedia Electronic Journal of Computer-Enhanced Learning #VO 2 #AB The idea of using animations to illustrate dynamic behaviors of computer algorithms is over fifteen years old. Over a hundred algorithm animation systems have been built since then, with most developed in the belief that the animations would serve as effective learning aids for students. However, only recently have researchers started asking the question - do algorithm animations really help? Unfortunately, results of experiments driven by this question have been disappointing. We believe that previous attempts at using animation to teach algorithm behavior were unsatisfactory not because of a flaw with animation as a technique, but because of the approach used to convey the animations. This paper provides an overview of our algorithm visualization research, based on the premise that a rethinking of algorithm animation design is required in order to harness its power to enhance learning. A novel theoretical framework for the design of effective algorithm visualizations, one which espouses embedding interactive analogies and animations in hypermedia to enhance contextual learning, is presented first. We then describe the architecture of HalVis, an implemented system based on this framework, and illustrate the various learning components of this architecture through an annotated slideshow of a visualization of the SelectionSort algorithm. Finally, a summary of results from eight empirical studies conducted over three years, involving more than 230 undergraduate students, is provided. These experiments demonstrated a statistically significant advantage of our framework over both traditional means of instruction and algorithm animations representative of extant research on this topic. They also led to a surprising discovery of the important role of interactive and animated analogies in priming learning about algorithms from subsequent visualizations. #CL #TI Using visualizations to learn algorithms: should students construct their own, or view an expert's? #AU Hundhausen, Christopher D. and Douglas, Sarah A. #YR 2000 #CO IEEE Symposium on Visual Languages #PP 21-28 #AB Algorithm visualization software graphically illustrates how computer algorithms work. Past experiments designed to substantiate the software's pedagogical value have yielded mixed results. A review of these studies suggests that the more actively involved learners are in the visualization process, the better they perform. Given this trend, and inspired by ethnographic fieldwork we conducted in an undergraduate algorithms course, we hypothesize that students who use simple art supplies to construct their own visualizations will learn an algorithm better than students who interact with computer based visualizations constructed by an expert. We conducted an experiment to test this hypothesis, and found no significant differences between the two pedagogical approaches. Thus, students who use “low tech” materials to construct their own visualizations may learn algorithms just as well as students who study conventional “high tech” visualizations constructed by an expert. This result motivates a markedly different kind of algorithm visualization software: one that enables learners to construct their own “low tech” visualizations #CL #TI Assessing the benefits of interactive prediction using web-based algorithm animation courseware #AU Jarc, Duane J. and Feldman, Michael B. and Heller, Rachelle S. #YR 2000 #CO SIGCSE'00: Proceedings of the Thirty-First SIGCSE Technical Symposium on Computer Science Education #PP 377-381 #AB This study used educational software—courseware—that contained algorithm animations and data structure visualizations that were implemented with the programming language Java, and were embedded in a collection of World Wide Web pages. The objective of this study was to determine whether the interactive prediction facility provided by this courseware produced a significant learning advantage. Two experiments were conducted. The results indicated that the students who used the interactive version of the courseware spent significantly more time using it than those who used the noninteractive version. Students who used the interactive version scored better on several of the questions that tested the more difficult lessons, but performed more poorly overall. None of the differences were statistically significant. #CL #TI Testers and visualizers for teaching data structures #AU Baker, Ryan and Boilen, Michael and Goodrich, Michael and Tamassia, Roberto and Stibel, B. #YR 1999 #JR ACM SIGCSE Bulletin #VO 31 #NR 03 #PP 261-265 #AB We present two tools to support the teaching of data structures and algorithms: Visualizers, which provide interactive visualizations of user-written data structures, and Testers, which check the functionality of user-written data structures. We outline a prototype implementation of visualizers and testers for data structures written in Java, and report on classroom use of testers and visualizers in an introductory Data Structures and Algorithms (CS2) course.Borovski #CL #TI Evaluating animations as student aids in learning computer algorithms #AU Byrne, M. D. and Catrambone, R. and Stasko, John T. #YR 1999 #JR Computers & Education #VO 33 #NR 4 #PP 253-278 #AB We conducted two experiments designed to examine whether animations of algorithms would help students learn the algorithms more effectively. Across the two studies we used two different algorithms — depth-first search and binomial heaps — and used two different subject populations — students with little or no computer science background and students who were computer science majors — and examined whether animations helped students acquire procedural and conceptual knowledge about the algorithms. The results suggest that one way animations may aid learning of procedural knowledge is by encouraging learners to predict the algorithm's behavior. However, such a learning improvement was also found when learners made predictions of an algorithm's behavior from static diagrams. This suggests that prediction, rather than animation per se, may have been the key factor in aiding learning in the present studies. These initial experiments served to highlight a number of methodological issues that need to be systematically addressed in future experiments in order to fully test the relationship between animation and prediction as well as to examine other possible benefits of animations on learning. #CL #TI Sorting out sorting: a case study of software visualization for teaching computer science #AU Baecker, R. #YR 1998 #CO Software Visualization: Programming as a Multimedia Experience #ED M. Brown, J. Domingue, B. Price, J. Stasko, eds. #PU The MIT Press, Cambridge, MA #PP 369-381. #CL #TI Software Visualization: Programming as a Multimedia Experience #AU Stasko, John T. and Domingue, J. and Brown, Marc H. and Price, B. A. #YR 1998 #PU MIT Press #AD Cambridge,MA. #CL #TI Animated algorithms #AU Gloor, P. #YR 1998 #CO Software Visualization: Programming as a Multimedia Experience #ED M. Brown, J. Domingue, B. Price, J. Stasko, eds. #PU The MIT Press, Cambridge, MA #PP 409-416 #AB This hypermedia CD-ROM provides an ideal format for the visual explanation of complex algorithms contained in the text "Introduction to Algorithms, " by Thomas H. Cormen, Charles E. Leiserson, and Ronald L. Rivest. It contains three complementary components: a hypertext version of the book itself, interactive animations of the most important algorithms, and movies explaining the use of the hypertext interface and the animations.The hypertext, including the figures, is stored in HyperCard stacks. It contains tools for navigation, text annotation, tracking of preexisting links, full-text search, and the adding of links and paths through the document. This enables instructors and students to customize the hypertext easily for classroom and personal use.The animations that are implemented in HyperCard are linked with the hypertext and can be controlled interactively by the user. They also include extensive on-line help, making them self-contained. Some animations include scripting facilities allowing users to program animations of specific data structures.The movies ("talking heads" and demonstrations) provide a way to view noninteractive versions of the algorithm animations. These are stored on the CD in QuickTime format.Peter Gloor is Research Associate in the Laboratory for Computer Science, and Scott Dynes is a Ph.D candidate in the Eaton Peabody Laboratory, both at the Massachusetts Institute of Technology. Irene Lee was formerly a graduate student at Harvard University.Animated algorithms: Asymptotic Notation. Recursion. Simple Data Structures. Sorting Algorithms and Analysis. Hashing. Binary Trees. Red-Black Trees. Minimum Spanning Trees. Single-Source Shortest Paths. Fibonacci Heaps. Huffman Encoding. Dynamic Programming. Matrix Multiplication. Matrix Inverse. Convex Hull. Genetic Algorithms. Neural Networks. #CL #TI Toward effective algorithm visualization artifacts : designing for participation and negotiation in an undergraduate algorithms course #AU Hundhausen, Christopher D. #YR 1998 #CO CHI’98:Conference on Human factors in computing systems #AD New York, NY, USA #PU ACM #PP 54-55 #AB Despite their intuitive appeal, computer-based algorithm visualization (AV) artifacts have failed to enter mainstream computer science education. I argue that past research into the design, evaluation, and pedagogical use of AV artifacts has been guided by an underlying theory of effectiveness that is fundamentally deficient. Inspired by an alternative pedagogy in which students construct their own AVs, and by recent research into the situated nature of communication and learning, my dissertation develops an alternative theory that stresses the value of AV artifacts both in facilitating students' participation in the Community of Algorithmaticians, and in providing students and instructors with resources for negotiating a shared understanding of algorithms. KEYWORDS: Algorithm visualization, Situated Action Theory, Situated Learning Theory PROBLEMS Computer algorithms are notoriously difficult to learn. In an effort to enhance algorithms curricula, computer science educators have explored the potential for computer-based algorithm visualization (AV) artifacts, which enable instructors and students to create and explore graphical representations (AVs) of algorithms under study. #CL #TI Algorithm animation with Agat #AU Arsac, Olivier and Dalmas, Stéphane and Gaëtano, Marc #YR 1998 #ED Kajler, N. (ed.) #CO Computer-Human Interaction in Symbolic Computation. Texts and Monographs in Symbolic Computation #PU Springer, Vienna #PP 89-115 #AB Algorithm animation is a powerful tool for exploring a program's behavior. It is used in various areas of computer science, such as teaching (Rasala et al. 1994), design and analysis of algorithms (Bentley and Kernighan 1991), performance tuning (Duisberg 1986). Algorithm animation systems provide a form of program visualization that deals with dynamic graphical displays of a program's operations. They offer many facilities for users to view and interact with an animated display of an algorithm, by providing ways to control through multiple views the data given to algorithms and their execution. #CL #TI Using student-built animations as learning aids #AU Stasko, John T. #YR 1997 #CO ACM Technical Symposium on Computer Science Education #PU ACM Press, NewYork #PP 25-29 #AB The typical application of algorithm animation to assist instruction involves students viewing already prepared animations. An alternative strategy is to have the students themselves construct animations of algorithms. The Samba algorithm animation tool fosters such student-built animations. Samba was used in an undergraduate algorithms course in which students constructed algorithm animations as regular class assignments. This article describes Samba and documents our experiences using it in the algorithms course. Student reaction to the animation assignments was very positive, and the students appeared to learn the pertinent algorithms extremely well. #CL #TI Integrating algorithm animation into a learning environment #AU Kann, C. and Lindeman, R.W. and Heller, R. S. #YR 1997 #JR Computers & Education #VO 28 #PP 223-228 #AB In the past, algorithm animation has yielded mixed results as a teaching tool in computer science. This article presents a study in which undergraduates at George Washington University (DC) viewed algorithm animations and then programmed the same algorithms. Results suggest that combing the two is an effective way to use animation and to produce transfer effects for general recursion problem solving. (PEN) #CL #TI Testing effectiveness of algorithm animation #AU Gurka, J.S. and Citrin, W. #YR 1996 #CO Symposium on Visual Languages #PU IEEE Computer Society Press, Los Alamitos, CA #PP 182-189. #AB Studies designed to demonstrate the pedagogic effectiveness of algorithm animation programs have been markedly unsuccessful, in spite of high expectations. We present a framework for future experiments based upon design issues particular to algorithm animation, plus pertinent educational considerations. Guidelines are drawn from a meta-analysis of previous work and experiments we have performed. #CL #TI Exploring human visualization of computer algorithms #AU Douglas, Sarah A. and Hundhausen, Christopher D. and McKeown, D. #YR 1996 #CO Proceedings 1996 Graphics Interface Conference #PU Canadian Graphics Society,Toronto, CA #PP 9-16. #AB Many educators have used Algorithm Visualization (AV)to teach students of computer science about how computeralgorithms work. Our study sheds light on two importantquestions: (a) How do people conceptualize algorithmanimations in the first place; and (b) To what extent dosuch visualizations accord with AV software. In the firsthalf of this study, pairs of graduate students in computerscience were asked to construct animations for a simplesort (bubble sort) using ordinary art materials. In thesecond half, they implemented a bubble sort visualizationusing an interactive AV program called LENS [1], whichallows one to construct and view an animation of any Cprogram. The way in which pairs visualized the same sortdiffered tremendously from each other and did not accordcompletely with the animation language provided byLENS. This paper analyzes those differences by a detailedexamination of the semantics of the human visualizations,the algorithm code, and the LENS AV language. #CL #TI Pedagogic Aspects of Algorithm Animation #AU Gurka, Judith Susan #YR 1996 #AD Computer Science, University of Colorado. #AB Algorithm animation is but one of many attempts to use technology to improve learning. After early development and implementation, there are now powerful, easy-to-use animation systems in many classrooms, being employed in many ways. As research attention has shifted to demonstrating the assumed effectiveness of these applications, disappointing results have emerged. In spite of high expectations on all sides, experimental results have been mostly doubtful, suggesting that either algorithm animation is not very advantageous for students, or experimenters and instructors have not yet determined the correct mix of factors to optimize animation's potential.An analysis of previous work shows that experimental design problems were often substantially responsible for the "negative" results; this differs from a premature conclusion that algorithm animation is not an effective classroom tool. In addition to these experimental concerns, there are also a series of pedagogic issues and problems that must be considered when designing, performing, and reviewing experiments. These educational questions have often been secondary. This research combines past results and new experiments to provide a framework that codifies these experimental and pedagogic issues, for both the future experimenter and the classroom instructor using animation. Application of this framework will produce improved experiments that focus more closely on the effectiveness of algorithm animation, it will assist in comparing results across different experiments, and it will guide classroom use. #CL #TI Do algorithm animations aid learning? #AU Byrne, M. D. and Catrambone, R. and Stasko, John T. #YR 1996 #VO Technical Report GIT-GVU-96-18 #AD Georgia Institute of Technology #AB Two experiments examined the general claim that animations can help students learn algorithms more effectively. Animations and instructions that explicitly required learners to predict the behavior of an algorithm were used during training. Post-test problems were designed to measure how well learners could predict algorithm behavior in new situations as well as measure learners' conceptual understanding of the algorithms. In Experiment 1, we found that when learners both viewed an animation and made predictions, their performance on novel problems improved comapred to a control group's, but the effects of the two manipulations were not distinguishable. In Experiment 2, no effect was found for conceptual measures of learning, but a marginally reliable effect similar to the one seen in Experiment 1 was found for procedural problems. The results from the two experiments suggest that the benefits of animations are not obvious and that in order to determine whether animations can truly aid understanding, teachers and researchers should consider a careful task analysis ahead of time to determine the specific pieces of knowledge that an animation can help a learner acquire and/or practice. #CL #TI Testing effectiveness of algorithm animation #AU Gurka, J. S. and Citrin, W. #YR 1996 #CO IEEE Symposium on Visual Languages #AD Boulder, CO, USA #PP 182-189 #AB Studies designed to demonstrate the pedagogic effectiveness of algorithm animation programs have been markedly unsuccessful, in spite of high expectations. We present a framework for future experiments based upon design issues particular to algorithm animation, plus pertinent educational considerations. Guidelines are drawn from a meta-analysis of previous work and experiments we have performed. #CL #TI Exploring human visualization of computer algorithms #AU Douglas, Sarah A. and Hundhausen, Christopher D. and McKeown, Donna #YR 1996 #CO Conference on Graphics interface ’96 #AD Toronto, Ont., Canada #PU Canadian Information Processing Society #PP 9-16 #AB Many educators have used Algorithm Visualization (AV) to teach students of computer science about how computer algorithms work. Our study sheds light on two important questions: (a) How do people conceptualize algorithm animations in the first place; and (b) To what extent do such visualizations accord with AV software. In the first half of this study, pairs of graduate students in computer science were asked to construct animations for a simple sort (bubble sort) using ordinary art materials. In the second half, they implemented a bubble sort visualization using an interactive AV program called LENS [1], which allows one to construct and view an animation of any C program. The way in which pairs visualized the same sort differed tremendously from each other and did not accord completely with the animation language provided by LENS. This paper analyzes those differences by a detailed examination of the semantics of the human visualizations, the algorithm code, and the LENS AV language. #CL #TI Toward empirically-based software visualization languages #AU Douglas, Sarah A. and Hundhausen, Christopher D. and McKeown, Donna #YR 1995 #CO VL’95: 11th International IEEE Symposium on Visual Languages Washington #AD DC, USA #PU IEEE Computer Society. #PP 9-16 #AB Underlying any single-user software visualization (SV) system is a visualization language onto which its users must map the computations they would like to visualize with the system. We hypothesize that the usability of such systems turns on their ability to provide an underlying visualization language that accords with the ways in which their users conceptualize the computations to be visualized. To explore the question of how to design visualization languages grounded in human conceptualization, we present an empirical study that made use of a research method called visualization storyboarding to investigate the human conceptualization of the bubblesort algorithm. Using an analytical framework based on entities, attributes, and transformations, we derive a semantic -level visualization language for bubblesort, in terms of which all visualizations observed in our study can be expressed. Our empirically-based visualization language provides a means for predicting the usability of the visualization language defined by Lens [8], a prototypical single-user SV system. We draw from a follow-up usability study of Lens to substantiate our predictions. #CL #TI Empirically evaluating the use of animations to teach algorithms #AU Lawrence, A. W. and Stasko, John T. and Badre, A. #YR 1994 #CO IEEE Symposium on Visual Languages #PP 48-54 #AB As algorithm animation systems become more widely available and easy to use, instructors will have the opportunity to utilize these systems to assist their teaching. Although algorithm animation systems have generated excitement and interest in both teachers and students, little empirical evidence exists to promote their use. This article describes a study involving the use of algorithm animations in classroom and laboratory settings. Results indicated that allowing students to create their own examples in a laboratory session led to higher accuracy on a post-test examination of understanding as compared to students who viewed prepared examples or no laboratory examples. #CL #TI Exploring human visualization of computer algorithms #AU Douglas, Sarah A. and McKeown, Donna and Hundhausen, Christopher D. #YR 1994 #VO Department of Computer Science, University of Oregon, OR CIS-TR-94-27. #AB ??? Many educators have used Algorithm Visualization (AV) to teach students of computer science about how computer algorithms work. Our study sheds light on two important questions: (a) How do people conceptualize algorithm animations in the first place; and (b) To what extent do such visualizations accord with AV software. In the first half of this study, pairs of graduate students in computer science were asked to construct animations for a simple sort (bubble sort) using ordinary art materials. In the second half, they implemented a bubble sort visualization using an interactive AV program called LENS [1], which allows one to construct and view an animation of any C program. The way in which pairs visualized the same sort differed tremendously from each other and did not accord completely with the animation language provided by LENS. This paper analyzes those differences by a detailed examination of the semantics of the human visualizations, the algorithm code, and the LENS AV language. #CL #TI Empirically evaluating the use of animations to teach algorithms #AU Lawrence, A.W. and Badre, A. N. and Stasko, John T. #YR 1994 #CO IEEE Symposium on Visual Languages #PU IEEE Computer Society Press, Los Alamitos, CA #PP 48-54 #AB As algorithm animation systems become more widely available and easy to use, instructors will have the opportunity to utilize these systems to assist their teaching. Although algorithm animation systems have generated excitement and interest in both teachers and students, little empirical evidence exists to promote their use. This article describes a study involving the use of algorithm animations in classroom and laboratory settings. Results indicated that allowing students to create their own examples in a laboratory session led to higher accuracy on a post-test examination of understanding as compared to students who viewed prepared examples or no laboratory examples. #CL #TI An evaluation of the Pavane visualization system #AU Cox, Kenneth C. and Roman, Gruia-Catalin #YR 1994 #VO Technical Report WUCS-94-09 #AD Department of Computer Science, Washington University of St. Louis, St. Louis, MO #AB The Pavane program visualization system is an implementation of the declarative paradigm of visualization. After a brief report on the status of the Pavane implementation, we present the results of an evaluation of the usability of Pavane. This evaluation is based on the use of Pavane by its developers to construct program visualizations, on its use in a classroom setting as a tool for examining executing programs, and on its application to some simple scientific visualizations. #CL #TI Do algorithm animations assist learning? An empirical study and analysis #AU Stasko, John T. and Badre, A. and Lewis, C. #YR 1993 #CO ACM INTERCHI’93 Conference on Human Factors in Computing Systems #PU ACM Press, NewYork #PP 61-66. #AB Algorithm animations are dynamic graphical illustrations of computer algorithms, and they are used as teaching aids to help explain how the algorithms work. Although many people believe that algorithm animations are useful this way, no empirical evidence has ever been presented supporting this belief. We have conducted an empirical study of a priority queue algorithm animation, and the study's results indicate that the animation only slightly assisted student understanding. In this article, we analyze those results and hypothesize why algorithm animations may not be as helpful as was initially hoped. We also develop guidelines for making algorithm animations more useful in the future. #CL ???HDS #TI The visualization of parallel systems: an overview #AU Kraemer, E. and Stasko, John T. #YR 1993 #JR Journal of Parallel and Distrubuted Computing #VO 18 #NR 2 #PP 105-117 #AB We present an overview of visualization tools for parallel systems focusing on parallel debuggers, performance evaluation systems, and program visualization systems. Our goal in this paper is to summarize the issues addressed throughout the entire process of generating a visualization, highlighting the areas in which particular systems have made important contributions. Our discussion is focused along two levels: the visualization task being performed, and the purpose of the visualization. This article also serves as a bibliographic compendium of existing research on the visualization of parallel systems. #CL #TI Empirical studies of the value of algorithm animation in algorithm understanding #AU Lawrence, A.W. #YR 1993 #AD Department of Computer Science, Georgia Institute of Technology. #AB A series of studies is presented using algorithm animation to teach computer algorithms. These studies are organized into three components eliciting students preferences, developing algorithm animation guidelines, and evaluating the effects of using algorithm animation in the classroom. Many systems for creating computer animations have been designed. These systems reflect the designers confidence that visual representation is a valuable technique for conveying conceptual knowledge. Little formal experimentation has been carried out to determine whether such animations are beneficial in teaching the algorithms presented. Also, formal guidelines have not been developed for either design or use of these animations. This work addresses both concerns. Student preference for animation does not predict student performance on a post- test to measure learning. Several types of labeling data, steps, actions were examined and a variety of effects were found. One of these effects was that a text description of the algorithm increased accuracy on conceptual questions. Also, students are more accurate on a post-test if they are allowed to design their own data sets than if they use experimenter-defined data sets. Finally, use of the animations was evaluated in a classroom-type setting. All students were given a lecture on an algorithm. Adding a laboratory in which the subject controlled the animation and data sets led to more accurate performance than a lecture only or than a lecture with experimenter-preprepared data sets. This work has implications for the design and use of animated algorithms in teaching computer algorithms and for the design of laboratory experiences for beginning computer science courses. #CL #TI Assessing program visualization systems as instructional aids #AU Badre, A. and Baranek,M. and Morris, J. M. and Stasko, John T. #YR 1992 #CO Computer Assisted Learning, ICCAL ’92 #ED I. Tomek, ed. #VO Lecture Notes in Computer Science, vol. 602 #PU Springer-Verlag, NewYork #PP 87-99 #AB Recently, program visualization systems have received much attention as learning tools and as software understanding aids. How to evaluate these systems, however, is an open and unexplored area. In order to determine what factors may be important, we conducted an exploratory study using XTango, an algorithm animation system. First, we asked professors to complete surveys intended to solicit information regarding current practices in the teaching of algorithms. Next, we observed two groups of students: one group received a handout and viewed an animation of the Shellsort algorithm, the other received the same handout and listened to a lecture featuring drawings on the blackboard. The students were queried on their understanding of the sort and their impressions of the animation system. Comments indicated a high perceived value for the system, with most students favoring its use as a teaching tool. It was clear from students' responses that an algorithm animation system can be used more effectively as a supplement in the classroom environment than as a substitute for the teacher. The results of this study identified changes to the animation system that will help integrate it into the classroom environment, and provided several important factors to consider in future empirical studies. #CL #TI Animating algorithms with XTANGO #AU Stasko, John T. #YR 1992. #JR SIGACT News #VO 23 #NR 2 #PP 67-71 #AB Algorithm animation is the process of abstracting a program 's data, operations, and semantics, and then creating a dynamic visualization of those abstractions[3] . Algorithm animations can be helpful for teaching algorithms and as a research test-bed for acquirin g intuition about the fundamental behavior of algorithms . XTANGO is a general purpos e algorithm animation system that I have developed . The system supports the development of color, real-time, 2 & 1/2-dimensional, smooth algorithm animations . The focus of the syste m is on ease-of-use ; programmers need not be graphics experts to develop their own animations . Many students, both undergraduates and graduates, have used XTANGO to create algorithm animations . Information about how to acquire XTANGO free via anonymous ftp is include d later in this article. #CL #TI A methodology for building application-specific visualization of parallel programs #AU Stasko, John T. and Kraemer, E. #YR 1992 #JR Journal of Parallel and Distributed Computing #VO 18 #NR 2 #PP 258-264 #AB An application-specific visualization of a parallel program presents the inherent application domain, semantics, and data being manipulated by the program in a manner natural to one′s understanding of the program. In this paper we discuss why application-specific views are necessary for program debugging, and we list several requirements and challenges that a system for application-specific viewing should meet. We also introduce an animation methodology particularly well-suited for application-specific visualizations, and we describe program animations developed using the methodology. #CL #TI Using Direct Manipulation to Build Algorithm Animations by Demonstration #AU Stasko, John T. #YR 1991 #CO ACM CHI ’91 Conference on Human Factors in Computing Systems #PU ACM Press, NewYork #PP 307-314. #AB Dance is a tool that facilitates direct manipulation, demonstrational development of animations for the Tango algorithm animation system. Designers sketch out target actions in a graphical-editing fashion, then Dance automatically generates the code that will carry out those actions. Dance promotes ease-of-design, rapid prototyping, and increased experimentation. It also introduces a methodology that could be used to incorporate demonstrational animation design into areas such as computer assisted instruction and user interface development. #CL #TI Animations need narrations: an experimental test of a dual-coding hypothesis #AU Mayer, R. E. and Anderson, R. B. #YR 1991 #JR Journal of Educational Psychology #VO 83 #PP 484-490 #AB In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-before-pictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-with-pictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual coding hypothesis (A. Paivio, 1990) that posits 2 kinds of connections: (1) representational connections between verbal stimuli and verbal representations and between visual stimuli and visual representations and (2) referential connections between visual and verbal representations. #CL #TI The evolution of an algorithm visualization system #AU Naps, Thomas L. and Hundhausen, Christopher D. #YR 1991 #CO 24th Annual Small College Computing Symposium #AD Morris, MN #PP 252-257 #AB ??? Many educators have used Algorithm Visualization (AV) to teach students of computer science about how computer algorithms work. Our study sheds light on two important questions: (a) How do people conceptualize algorithm animations in the first place; and (b) To what extent do such visualizations accord with AV software. In the first half of this study, pairs of graduate students in computer science were asked to construct animations for a simple sort (bubble sort) using ordinary art materials. In the second half, they implemented a bubble sort visualization using an interactive AV program called LENS [1], which allows one to construct and view an animation of any C program. The way in which pairs visualized the same sort differed tremendously from each other and did not accord completely with the animation language provided by LENS. This paper analyzes those differences by a detailed examination of the semantics of the human visualizations, the algorithm code, and the LENS AV language. #CL #TI Taxonomies of visual programming and program visualization #AU Myers, B.A. #YR 1990 #JR Journal of Visual Languages and Computing #AB There has been a great interest recently in systems that use graphics to aid in the programming, debugging, and understanding of computer systems. The terms ‘‘Visual Programming’’ and ‘‘Program Visualization’’ have been applied to these systems. This paper attempts to provide more meaning to these terms by giving precise definitions, and then surveys a number of systems that can be classified as providing Visual Programming or Program Visualization. These systems are organized by classifying them into three different taxonomies #CL #TI TANGO: a framework and system for algorithm animation #AU Stasko, John T. #YR 1990 #JR Computer #VO 23 #NO 9 #PP 27-39 #AB The role of animation in understanding and evaluating programs and developing new programs is discussed. A framework for algorithm animation, called Tango, and a system based on that framework are introduced. Related work is reviewed, and the conceptual framework on which Tango is based is examined. The implementation of the Tango system is described. The first-fit bin-packing algorithm is animated to illustrate how the path-transition paradigm simplifies algorithm animation. #CL #TI Algorithm visualization in computer science laboratories #AU Naps, Thomas L. #YR 1990 #CO 21st SIGCSE Technical Symposium on Computer Science Education #PU ACM Press, New York, #PP 105-110 #AB No abstract available #CL #TI Graphical specification of algorithm animations with ALADDIN #AU Helttula, E. and Hyrskykari, A. and Raiha, K. J. #YR 1989 #CO 22nd Annual Conference on Systems Sciences #PU IEEE Computer SocietyPress, Los Alanitos, CA #PP 892-901. #AB ALADDIN (algorithm animation design and description using interaction) is a system for creating animations of algorithm executions with a minimal effort. To avoid the most laborious phase of producing an animation, which is programming the graphics needed in the animation, ALADDIN allows the user to design the graphics interactively with a graphical editor. An example elucidating how an animation can be designed using the system is given. Some details of the implementation of the system are examined more closely. #CL #TI Algorithm Animation #AU Brown, Marc H. #YR 1988 #VO The MIT Press #PU Cambridge, MA. #AB This exciting new approach to the study of algorithms is taken up by Marc Brown in Algorithm Animation. Brown first provides a thorough and informative history of the topic, and then describes the development of a system for creating and interacting with such animations. The system incorporates many new insights and ideas about interactive computing, and provides paradigms that could be applied in a number of other contexts. Algorithm Animation makes a number of original and useful contributions: it describes models for programmers creating animations, for users interacting with the animations, for "script authors" creating and editing dynamic documents, and for "script viewers" replaying and interacting with the dynamic documents. Two primary applications of an algorithm animation environment are research in algorithm design and analysis, and instruction in computer science. Courses dealing with algorithms and data structures, such as compilers, graphics, algorithms, and programming are particularly well-suited. Other applications include performance tuning, program development, and technical drawings of data structures. Systems for algorithm animation can be realized with current hardware—exploiting such characteristics of personal workstations as high-resolution displays, powerful dedicated processors, and large amounts of real and virtual memory—and can take advantage of a number of features expected to become common in the future, such as color, sound, and parallel processors. Algorithm Animation is a 1987 ACM Distinguished Dissertation. It grew out of the Electronic Classroom project at Brown University where Marc H. Brown received his doctorate. #CL #TI Perspectives on algorithm animation #AU Brown, Marc H. #YR 1988 #CO ACM SIGCHI’88 Conference on Human Factors in Computing Systems #PU ACM Press, NewYork #PP 33-38 #AB Systems for animating algorithms have received considerable interest of late as effective means for understanding computer programs. Thus far, nothing has been reported in the literature concerning nature of the displays nor to what extent displays can be created automatically. This paper addresses these two issues. The first part presents a taxonomy of displays prevalent in algorithm animation systems; the second part uses the taxonomy to analyze those types of displays that can and cannot be created automatically from unmodified source code. #CL #TI Exploring algorithms using Balsa-II #AU Brown, Marc H. #YR 1988 #JR Computer #VO 21 #NR 5 #PP 14-36 #AB The use of the Balsa-II algorithm animation environment to investigate the dynamic behavior of programs is discussed. Balsa-II is examined first from a user's perspective and then from a programmer's perspective. Some related systems are briefly considered. #CL #TI Visual programming of program visualizations #AU Duisberg, R. #YR 1987 #CO IEEE 1987 Visual Language Workshop #PU IEEE Computer Society Press, Los Alamitos, CA. #PP 161–173 #AB Program animation has a growing role to play in software engineering. After all, “an algorithm must be seen to be believed, and the best way to learn what an algorithm is all about is to try it.”(1) The perceptual endowments of people are strongly optimized for real-time image processing, and the medium of interactive graphics is simply a broader channel than, say, text by which to communicate information about the internal state of a complex dynamic process. As computer technology matures, it is becoming possible, and therefore increasingly important, for new systems to accommodate their users’ idiosyncrasies, as opposed to the traditional situation which required users to assimilate all the peculiarities of the system. In this respect, animation can be seen as an integral part of a software design and development environment, with particular utility for debugging, process monitoring, and documentation. #CL #TI Techniques for Algorithm Animation #AU Brown, Marc H. and Sedgewick, Robert #YR 1985 #JR IEEE Software #VO 2 #NR 1 #PP 28-39 #AB High-performance, graphics based personal workstations, interconnected by a high-bandwidth, resource-sharing local area network, provide a rich communications environment. While such architectures are fast becoming the computing medium of choice in academic and research environments, all too often this modern equipment is used to support traditional modes of computing, and its capabilities are not fully realized. For some time, we have been exploring ways to overcome this tendency, and, instead, to exploit the architecture to increase the effectiveness of our research and teaching. We have over 100 such workstations in the Department of Computer Science at Brown University, 55 of which are housed in the Department's instructional workstation laboratory, a specially built auditorium/lecture hall. In this article, we describe some of our work in an application where we have concentrated most of our efforts: algorithm animation. #CL #TI A system for algorithm animation. #AU Brown, Marc H. and Sedgewick, Robert #YR 1984 #CO SIGGRAPH '84: Proceedings of the 11th Annual Conference on Computer Graphics and Interactive Techniques #AD New York, NY, USA #PU ACM Press #PP 177-186 #AB A software environment is described which provides facilities at a variety of levels for ~animating" algorithms: exposing properties of programs by displaying multiple dynamic views of the program and associated data structures. The system is operational on a network of graphics-based, personal workstations and has been used successfully in several applications for teaching and research in computer science and mathematics. In this paper, we outline the conceptual framework that we have developed for animating algorithms, describe the system that we have implemented, and give several examples drawn from the host of algorithms that we have animated. #CL #TI Sorting Out Sorting, 16mm color sound film #AU Baecker, Ronald M. and Sherman, David #YR 1981 #CO SIGGRAPH 81 #AD Dallas TX #PU ACM Press ----------- #ED Dillenburg, Piere, Ed. #TI Collaborative Learning: Cognitive and Computational approaches. #IN Advances in Learning and Instructions series”. #AU Silberman, Mel #TI Active Learning: 101 Strategies to teach any subject #AU Xiaojing, Xiaoying Wang and Wang, Rui #IN ICETIS, #YR 2013 #TI Application of Blended Learning in Data Structures and Algorithms Course Teaching”. #AU Chen, Tao and Sobh, Tarck #TI A tool for Data Structures visualization and User-defined Algorithm Animation #WH University of Bridge Port. #AU Patel, Shirini #YR 2014 #TI A literature review on Tools for Learning Data Structures #WH University of Cape Town. #AU Alhousban, F.H. #YR 2011 #TI The effectiveness of Aural Instructions with Visualizations in E-Learning Environment #WH Durham University. #AU Segura, C. and Pita, I. and Virseda, R.D. and Saiz, A.I. and Soler.P, #YR 2008 #TI Interactive Learning Data Structures and Algorithmic Schemes #WH Berlin: Springer. #AU Adamchick, V. #YR 2011 #TI Data Structures and Algorithms in Pen - Based Computing Environments #WH Carnegie Mellon University, Qatar. #AU Kacha, C., and Ron, O. #YR 2006 #TI Reusable and Shareable learning objects Supporting Students #TI Conceptualization of Data Structures Course Using Visualization Techniques-A Case Study #AU Kumar, K. and Syed, Khamruddin #YR 2017 #AB Data Structures is a core course for Computer Science and Engineering discipline students which aims to cultivate undergraduate's abilities in selecting appropriate data structures to develop high quality application programs. But there are many complicated algorithms in it. This paper describes visualization of the data structures course which enables the students to master in this course and to attain the ease of learning. This paper also presents combination of active learning methods mixed along with online visualization as a case study conducted in K G Reddy College of Engineering and Technology to improve Critical Thinking skills #IN Learning of Data Structures in University Courses, EDU-COM, International Conference. #TI Online programming tutors or paper study guides? #AU Fisher, W. and Rader, C. and Camp, T. #IN IEEE Frontiers in Education Conference (FIE #YR 2016 #CO This study used an existing programming tutor, Problets, to supplement course instruction on two identified topics over one semester in two sections of a data structures course to show that simply providing an optional tool had limited value. #AB An undergraduate data structures course is challenging to teach due to the vast number of complex topics that need to be covered. The use of instructional tools, such as an online programming tutor, can reinforce topics students typically find difficult. Prior research has shown using programming tutors can have a positive impact on student learning in an introductory Computer Science course. We hypothesized that we would see similar results using an online tutor in a second year programming course. Our study used an existing programming tutor, Problets, to supplement course instruction on two identified topics (functions and pointers) over one semester in two sections of a data structures course. In the first part of the study, we compared the optional use of an online tutor to no supplemental instruction. In the second part of the study, we compared the use of the online tutor to paper study guides. We conducted a two-tailed unpaired t-test on the students' midterm examination scores. The results from the first module showed that simply providing an optional tool had limited value. Surprisingly, the results from the second module showed no significant difference based on the type of practice. We discuss possible explanations for these results #TI Mobile Learning: Visualization Tools of Data Structures Course to Support Learning Students #AU Budiman, E., Dengen, N. and U. Hairah, Education #YR 2017 #CO This research has created a mobile learning application for courses of data structure, the learning material is presented visually according curriculum-syllabus and learning outcomes of data structures. #AB Mobile learning course of data structure, it cannot only be used as auxiliaries of learning, but also an independent learning mode. The various approaches theory of research and development, software design, and methods we use into built of media. The main objective is the construction of educational software adapted to learning. First and foremost, it is essential to have in mind that our application is designed for two very specific public; on the one side the lectures, who will use it as a teaching tool, and another side the students, for learning purposes. This research has created a mobile learning application for courses of data structures, the learning material is presented visually according curriculum-syllabus and learning outcomes of data structures. This application as one a learning media to support students who can be used all the time (long life learning). Keywords—Mobile Learning, Data-Structures, Course, Students, Visualization. #TI Comprehension of Linked List Diagrams: The Effect on Code Writing Skills #AU Obaidellah, U. and Sabri, Aznul Qalid Md and Faizal, Erma Rahayu Mohd and Chiam, Yin Kia #JO Malaysian Journal of Computer Science #YR 2021 #AB The use of graphics has a tendency to aid reasoning in program solving by improving novice programmers’ ability to read and write code. This study extends existing work in computer programming on the use of diagrammatic representation for students undertaking the fundamental data structure course (CS2) in Malaysia. Students were tested on comprehension of diagrams followed by the composition of code with respect to the linked list topic. The data was assessed using the inter-rater agreement test and showed a high degree of consistent ratings. Results showed a moderate correlation between students’ ability to analyze list operations in the form of notation and performance on code writing. Students assessed the diagrams differently according to the complexity level. The result can be generalized to conclude that the use of diagrams alone may not fully support reasoning and program solving. However, some types of diagrams are potentially more effective to support code composition and more emphasis should be given to evaluating the effectiveness of diagrams in organizing cues to facilitate novice programmers in program solving. Further investigation on a combination of activities related to comprehension of diagrams, including code reading and explanation prior to code writing, is recommended. #TI The Effect of Mobile Learning Media on Student Learning Motivation in Data Structure Courses #AU Budiman, E., and Parassa, Yonatan and Haerullah, Haerullah and Moeis, Dikwan and Soekarta, R. and Jamil, Muh #IN 3rd International Conference on Information… #YR 2018 #AB The study aims to determine the utilization of learning media data structure courses, the level of student motivation and the influence of learning media on student learning motivation. To achieve this purpose the author uses data collection techniques through observation, questionnaires, and documentation with a population of 175 students and a sample of 35 students. The data is processed using quantitative analysis to determine the effect of learning media on student learning motivation. The results showed that the level of use of learning media was in a good category, which was seen from the indicators of visual media, content media, and animated visual media. The level of student motivation is very high in terms of indicators that stimulate students, provide realistic expectations, provide incentives, and direct student behavior. The results of the analysis and testing of hypotheses show that there is a significant influence on the learning media on students’ learning motivation with a low level of influence. #TI Critical Analysis on Algorithm Visualization Study #AU Supli, Ahmad Affandi and Shiratuddin, Norshuhada and Zaibon, Syamsul Bahrin #YR 2016 #CO There is still lack of inclusive principles or guidelines of AV that focused on mobile platform, mostly for desktop or website platform and it is noted that this is the research gap that should be the focal point for further study. #AB This paper reports on an ongoing study, which intends to propose a principle of interactive algorithm visualization on hybrid mobile application (INAVOHMA) that is created in order to help IT students learn data structure and algorithm (DSA) subject. Totally, 8 existing AV guidelines and models were reviewed comprehensively with the main purposes (1) to determine the research gaps in proposing principles of INAVOHMA and (ii) to identify their common components. Through a systematic and critical analysis, this study discovers there is still lack of inclusive principles or guidelines of AV that focused on mobile platform, mostly for desktop or website platform. Only, two guidelines draw attention to mobile platform, yet the focus of them just for sorting algorithm only. It is noted that this is the research gap that should be the focal point for further study. General Terms Algorithm, Software engineering, Data structure and algorithm #TI Analysis on Algorithm Visualization Study #AU Kalra, Ashna and Srivastava, Deepank and Kumar Singh, Brijesh #YR 2021 #CO There is still lack of inclusive principles or guidelines of AV that focused on mobile platform, mostly fo r desktop or website platform, and it is noted that this is the research gap that should be the focal point for further study. #AB This paper reports on an ongoing study, which intends to propose a principle of interactive algorithm visualization on hybrid mobile application (INAVOHMA) that is created in order to help IT students learn data structure and algorithm (DSA) subject. Totally, 8 existing AV guidelines and models were reviewed comprehensively with the main purposes (1) to determine the research gaps in proposing principles of INAVOHMA and (ii) to identify their common components. Through a systematic and critical analysis, this study discovers there is still lack of inclusive principles or guidelines of AV that focused on mobile platform, mostly fo r desktop or website platform. Only, two guidelines draw attention to mobile platform, yet the focus of them just for sorting algorithm only. It is noted that this is the research gap that should be the focal point for further study. General Terms Algorithm, Software engineering, Data structure and algorithm #TI Mobile Learning: Visualizing Contents Media of Data Structures Course in Mobile Networks #AU Budiman, E., and Haeruddin, H. and Hairah, U. and Alameka, F. #YR 2018 #CO The paper examines the availability of mobile networks and also develops mobile learning software, which is implemented directly in the mobile networks, performing measurement and performance testing on the parameter which is the quality of service metrics by internet service providers in locations of the research project. #AB The utilisation of mobile learning in teaching brings the benefits of the availability of teaching materials that can be accessed at any time and exciting material visualisation. In its implementation, it needs the availability of supporting devices, such as network availability, smartphone devices, and mobile learning software. The paper examines the availability of mobile networks and also develops mobile learning software. The app is then implemented directly in the mobile networks, performing measurement and performance testing on the parameter which is the quality of service metrics by internet service providers in locations of the research project. Based on the measurement and application testing, the planning and development of mobile learning should focus on the usability factors, such as the ease for network access, user-friendliness, and the ease to comprehend the teaching materials. Other than that, the amount of data used when accessing the app is also monitored. The presentation of the teaching materials is made more straightforward, attractive, and interactive. The failure of mobile learning applications during testing is generally due to the problem of network availability. The development of mobile learning app must be adapted to the capabilities of the existing network performance. #TI Train the Trainer - An Experiential way to Effective Teaching #AU Chandrashekar, H. S. and Nanditha, B. and Kiran, A. #YR 2017 #AB In the current era of web, students are flooded with sea of information available on the internet. A teacher should be an efficient navigator who can guide the students to swim in the right direction to achieve their dreams. In this context, training engineering faculty is the need of the hour as most of the faculty would not have undergone formal training unlike other professions. In a scenario where students are losing interest in traditional teaching methods, an attempt is made to improve the efficiency of teaching by making trainers experience the novel methodologies of teaching before they apply them in their teaching methods. One such attempt in this direction was made to enhance the teaching skills of engineering teachers by conducting a workshop on "Effective teaching of Data Structures and Applications". Trainers expressed their satisfaction about the improvement in their quality of teaching that resulted in better understanding of concepts among students #TI Mobile Learning: Utilization of Media to Increase Student Learning Outcomes #AU Budiman, E. and Nur Alam, Sitti and Akbar, Mohammad Aldrin #IN Proceeding of the Electrical Engineering Computer… #YR 2018 #AB The low learning outcomes of students from year to year in the department of informatics in the course of data structure affect the learning outcomes. The purpose of this research is to know the difference between Student Learning Result between Using Mobile Media Learning application with Conventional Learning. Using a Quasi-Experimental Design. The sampling technique used is Cluster Purposive Sampling. Samples were divided into two groups: experimental groups taught using media mobile learning apps, and control groups taught using conventional learning. The test result data were tested using the Shapiro-Wilk test to know the data normality, F test for data homogeneity, and t-test to know the difference of learning result value with significant level (α = 0.05). Based on the data analysis result, a normality test result with the Shapiro-Wilk test obtained the value of both groups of samples is the normal distribution and the result of the F test is homogeneous. T-test result obtained by probability = 1.830 with α = 0.05 so probability value <α = 0.05 which means H0 is rejected, hence there is the difference of result of student learning between using application of Mobile learning media with conventional learning #TI A Qualitative Study of Saudi Female Programming Lecturers’ Attitudes towards Mobile Learning and Teaching Approaches #AU Alanazi, Afrah and Li, Alice S. and Soh, B. #YR 2022 #AB In Saudi Arabia, female students tend to struggle with the basics of computer programming, especially coding. To better understand why female students sometimes perform poorly in this discipline, this qualitative study aims to obtain the views of female computer programming teachers at a Saudi university on using mobile learning (m-learning) methods in computer programming lectures. Ten teachers from the all-female Aljouf University were interviewed to assess their perceptions of m-learning, in particular, the usefulness of ViLLE visualisation software. Data were analysed using thematic analysis. Most interview responses about m-learning and ViLLE were positive, although there were some notable negative responses. The Saudi culture-related responses were evenly divided between positive and negative, reflecting the culture’s limitations. #TI Reusable and Sharable Learning Objects Supporting Students’ Learning of Data Structures in University Courses #AU Chansilp, K. and Oliver, R. #YR 2006 #CO A range of learning objects are developed to help students learn about the different data structures and the algorithms by which they are controlled and how teachers and students might use the objects and the support they provide for learning. #AB Data structures are a conceptually demanding topic which confronts many computer science students early in their course. The topic has a strong conceptual basis and often proves difficult for many to grasp. This paper reports on a project which has developed a range of learning objects to help students learn about the different data structures and the algorithms by which they are controlled. Called VIDSAA, the suite of learning objects provides a visual representation which enables students to observe and interact with a large number of data structure algorithms as they are run and to observe and view the outcomes. The objects have been designed to enable students to explore and investigate the data structures as a means of developing their knowledge and understanding. The paper describes the design and development strategies that underpinned the development of the learning objects and showcases the resulting products. It discusses a project to explore how teachers and students might use the objects and the support they provide for learning. #TI A visualization tool for tutoring the interactive learning of data structures and algorithmic schemes #AU del Vado Vírseda, Rafael #IN SIGCSE #YR 2010 #CO The paper by Rafael del Vado Virseda plagiarizes the following article: Pita, I., Segura, C. #AB NOTE FROM ACM: It has been determined that the author of this article plagiarized the contents from a previously published paper. Therefore ACM has shut off access to this paper. The paper by Rafael del Vado Virseda plagiarizes the following article: Pita, I., Segura, C.: A tool for interactive learning of data structures and algorithms. In: 8th International Symposium on Computers in Education, SIIE 2006, vol. 1, pp. 141-148 (2006). For further information, contact the ACM Director of Publications. #TI Learning Data Structures Using Multimedia-Interactive Systems #AU Andrade, Estela Lizbeth Murioz and Arevalo Mercado, Carlos Argelio and Reynoso, J. #YR 2008 #CO An exploratory study comparing the effect of using three different teaching approaches, such as traditional teacher-led instruction, Web pages and a multimedia-interactive system concludes that multimedia can effectively be used to help students learn data structures specifically binary trees. #AB Multimedia technology is increasingly being used as a complementary way of delivering instruction. To find out whether the use of a multimedia-interactive system is able to help the students to better learn complex issues such as Data Structures, this article describes an exploratory study comparing the effect of using three different teaching approaches, such as traditional teacher-led instruction, Web pages and a multimedia-interactive system. Descriptive statistics and ANOVA test results show that there are significant differences in students’ performance using multimedia. It is concluded that multimedia can effectively be used to help students learn data structures specifically binary trees. #TI Teaching data structures using competitive games #AU Lawrence, R. #IN IEEE Transactions on Education #YR 2004 #CO Pedagogical results indicate that the combination of game development and friendly student competition is a significant motivator for increased student performance. #AB A motivated student is more likely to be a successful learner. Interesting assignments encourage student learning by actively engaging them in the material. Active student learning is especially important in an introductory data structures course where students learn the fundamentals of programming. In this paper, the author describes a project for a data structures course based on the idea of competitive programming. Competitive programming motivates student learning by allowing students to evaluate and improve their programs throughout an assignment by competing their code against instructor-defined code and the code of other students in a tournament environment. Pedagogical results indicate that the combination of game development and friendly student competition is a significant motivator for increased student performance. #TI Data structures and algorithms in pen-based computing environments #AU Adamchik, V. #IN IEEE Global Engineering Education Conference… #YR 2011 #TI Teaching and learning Tablet PC based environment in which students using a stylus would draw a particular instance of a data structure and then invoke an algorithm to animate over this data structure is discussed. #AB Data structure visualization (or animation) has been studied for more than twenty years, though existing systems have not gained wide acceptance in the classroom by students and their instructors. The main reason is that animation preparation is too time consuming. A more technical reason is that when a particular data structure is encoded into an animation, it does not have the flexibility often needed in a classroom setting. There is also a pedagogical reason: a number of prior studies have found that using algorithm visualization in a classroom had no significant effect on student's performance. We believe that the Tablet PC, empowered by digital ink, will challenge the current boundaries imposed upon algorithm animation. One of the potential advantages of this new technology is that it allows the expression and exchange of ideas in an interactive environment using sketch based interfaces. In this paper we discuss teaching and learning Tablet PC based environment in which students using a stylus would draw a particular instance of a data structure and then invoke an algorithm to animate over this data structure. A completely natural way of drawing using a digital pen will generate a data structure model, which (once it is checked for correctness) will serve as a basis for execution of various computational algorithms. #TI Teaching Algorithms and Data Structures through Graphics #AU Duchowski, A. and Davis, T. #YR 2007 #CO Experiences from a first-time implementation of a data structures and algorithms course based on a specific computer graphics problem, namely surface reconstruction from unorganized points, as the teaching medium suggest potentials for greater streamlining of these concepts. #AB This paper presents experiences from a first-time implementation of a data structures and algorithms course based on a specific computer graphics problem, namely surface reconstruction from unorganized points, as the teaching medium. The course required sophomore students to implement the algorithm found in Hoppe et al.’s SIGGRAPH ’92 paper of the same title. This problem was chosen since the solution lends itself well to an exploration of data structures and code modularization into distinct project phases and milestones, both of which are traditionally taught in early CS courses. While the original course goals were accomplished, our experiences suggest potentials for greater streamlining of these concepts, which are detailed herein. #TI The effectiveness of aural instructions with visualisations in e-learning environments #AU Alhosban, Fuad #YR 2011 #CO This research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students and suggests that academically weaker students had tended to use the DSL tool most. #AB Based on Mayer’s (2001) model for more effective learning by exploiting the brain’s dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners’ working memory. A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task. The collected data showed that the tool was used extensively by the students. A comparison of the students’ DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful. #AU Shneiderman, B. #TI The eyes have it: a task by data type taxonomy for information visualizations #IN Proceedings 1996 IEEE Symposium on Visual Languages, pp. 336–343, 1996 #DN #AU Velázquez-Iturbide, J. A. and A. Pérez-Carrasco, and Urquiza-Fuentes, J. #TI Srec: An animation system of recursion for algorithm courses #JO SIGCSE Bull. #VO 40 #PP 268–277 #YR 2008 #DN #AU Velázquez-Iturbide, J. A. and Pérez-Carrasco, A. #TI Systematic development of dynamic programming algorithms assisted by interactive visualization #IN Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education #PP 71–76 #PU Association for Computing Machinery #YR 2016 #DN #AU Bentley, L. and Kernighan, B. 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Soc., #VO 48 #NO 9 #PP 964–964 #YR 1997. #DN #AU Patel, Shirin #YR 2014 #TI A Literature Review on Tools for Learning Data Structures #TI Conceptualization of Data Structures Course Using Visualization Techniques-A Case Study #AU Kumar, K. and Khamruddin, Syed #YR 2017 #AB Data Structures is a core course for Computer Science and Engineering discipline students which aims to cultivate undergraduate's abilities in selecting appropriate data structures to develop high… #TI Online programming tutors or paper study guides? #AU Fisher, W. and Rader, C. and Camp, T. #IN IEEE Frontiers in Education Conference (FIE) #YR 2016 #AB This study used an existing programming tutor, Problets, to supplement course instruction on two identified topics over one semester in two sections of a data structures course to show that simply providing an optional tool had limited value. #TI Mobile Learning: Visualization Tools of Data Structures Course to Support Learning Students #AU Budiman, E. and Dengen, N. and Hairah, U., Education #YR 2017 #YR This research has created a mobile learning application for courses of data structure, the learning material is presented visually according curriculum-syllabus and learning outcomes of data structures. #TI Mobile Learning Media for Computer Science Course #AU Budiman, E and Novianti Pusnitasari, M. Wati, Haeruddin, J. A. Widians, Andi Tejawati #IN International Electronics Symposium on Knowledge… #YR 2018 #AB The use of educational and learning technology media for smartphone-based data structures discussed in this paper finds that students' enthusiasm is aroused and the quality of learning achievement and learning efficiency increases. #TI COMPREHENSION OF LINKED LIST DIAGRAMS: THE EFFECTS ON CODE WRITING SKILLS #AU U. Obaidellah, Aznul Qalid Md Sabri, Erma Rahayu Mohd Faizal, Yin Kia Chiam #JO Malaysian Journal of Computer Science #YR 2021 #AB The use of graphics has a tendency to aid reasoning in program solving by improving novice programmers’ ability to read and write code. This study extends existing work in computer programming on the… #TI The Effect of Mobile Learning Media on Student Learning Motivation in Data Structure Courses #AU Budiman, E and Yonatan Parassa, Haerullah Haerullah, Dikwan Moeis, R. Soekarta, Muh Jamil #IN 3rd International Conference on Information… #YR 2018 #AB The study aims to determine the utilization of learning media data structure courses, the level of student motivation and the influence of learning media on student learning motivation. 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