Evaluating animations as student aids in learning computer algorithms
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 li...
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| Published in: | Computers and education Vol. 33; no. 4; pp. 253 - 278 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
New York, N.Y
Elsevier Ltd
01.12.1999
Pergamon Press |
| Subjects: | |
| ISSN: | 0360-1315, 1873-782X |
| Online Access: | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Catrambone, Richard Stasko, John T. Byrne, Michael D. |
| Author_xml | – sequence: 1 givenname: Michael D. surname: Byrne fullname: Byrne, Michael D. organization: Psychology Department, Rice University, Houston, TX 77005-1892, USA – sequence: 2 givenname: Richard surname: Catrambone fullname: Catrambone, Richard organization: School of Psychology, Georgia Institute of Technology, Atlanta, GA 30332-0170, USA – sequence: 3 givenname: John T. surname: Stasko fullname: Stasko, John T. organization: College of Computing, Georgia Institute of Technology, Atlanta, GA 30332-0280, USA |
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| Cites_doi | 10.1207/s15516709cog1302_1 10.1006/jpdc.1993.1062 10.1007/BF02296897 10.1037/0022-0663.83.4.484 10.1007/BF02298250 10.1006/jmla.1993.1036 10.1006/jvlc.1997.0056 10.1037/0278-7393.22.4.1020 10.1207/s15516709cog0803_3 10.1037/0033-2909.110.3.577 10.1109/2.58216 10.1145/255950.153577 10.1037/0022-0663.82.1.135 10.1145/130956.130959 10.1007/BF02300323 10.1037/0022-0663.84.4.444 10.1016/1045-926X(92)90014-D 10.2307/2289016 10.1207/s15326985ep3201_1 10.1006/jvlc.1993.1005 10.1037/0022-0663.86.3.389 10.1207/s15327051hci0803_1 10.1207/s1532690xci0701_1 10.1006/jvlc.1993.1015 10.1109/2.56 |
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| Keywords | Evaluation of CAL systems Interactive learning environments Applications in subject areas Media in education Pedagogical issues |
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