Design and Evaluation of a Web-based Dynamic Algorithm Visualization Environment for Novices
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....
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| Vydané v: | Procedia computer science Ročník 27; s. 229 - 239 |
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| Hlavní autori: | , |
| Médium: | Journal Article |
| Jazyk: | English |
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Elsevier B.V
2014
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| ISSN: | 1877-0509, 1877-0509 |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Vrachnos, Euripides Jimoyiannis, Athanassios |
| Author_xml | – sequence: 1 givenname: Euripides surname: Vrachnos fullname: Vrachnos, Euripides – sequence: 2 givenname: Athanassios surname: Jimoyiannis fullname: Jimoyiannis, Athanassios email: ajimoyia@uop.gr |
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| Cites_doi | 10.1080/08993408.2011.554722 10.1109/MCG.2005.110 10.1006/ijhc.2000.0409 10.1016/S0360-1315(99)00023-8 10.1109/ICALT.2008.148 10.1080/07380569.2012.651422 10.1145/268084.268091 10.1145/1138403.1138432 10.1145/2445196.2445368 10.1006/jvlc.2002.0237 10.1076/csed.13.2.137.14200 10.1016/j.entcs.2007.01.033 10.1145/273133.274310 10.4018/978-1-59904-845-1.ch015 10.1145/343048.343069 10.1145/1930464.1930471 10.28945/195 10.1093/comjnl/bxh064 10.1016/j.jvlc.2006.03.002 10.1145/1879211.1879234 |
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| References_xml | – reference: Du Boulay B. Some difficulties of learning to program, In: Soloway E, Spohrer JC, editors. – reference: (2): 137-172. – reference: Stasko JT. Using student-built algorithm animations as learning aids, In: – reference: Hundhausen D, Brown J. What you see is what you code: A ‘live’ algorithm development and visualization environment for novice learners. – reference: Rajala T, Laakso M-J, Kaila E, Salakoski T. Effectiveness of program visualization: a case study with the ViLLE tool. – reference: (1):57-80. – reference: . New York: ACM Press; 2010. p. 49-54. – reference: Pierson W, Rodger S. Web-based animation of data structures using JAWAA. 29th – reference: . Koli Calling ‘09. 2009. p. 43-46. – reference: McGettrick A, Boyle R, Ibbett R, Lloyd J, Lovegrove L, Mander K. Grand challenges in computing education – A summary. – reference: 2011; – reference: 2002; – reference: :95-117. – reference: ; 1997. p. 25-29. – reference: minutes, – reference: , Hillsdale, NJ: Lawrence Erlbaum Associates; 1986. p. 238-299. – reference: (2):53-74. – reference: Helminen J, Malmi L. Jype – a program visualization and programming exercise tool for python. In: – reference: (5):49-55. – reference: Korhonen A, Helminen J, Karavirta V, Seppala O. TRAKLA2. In: Pears A, Schulte C. editors. The – reference: AlgoViz.org Bibliography. Annotated bibliography of AV literature. http://algoviz.org/biblio, 2011. – reference: Hundhausen D, Douglas S, Stasko J. A metastudy of algorithm visualization effectiveness. – reference: Baecker R. Sorting out Sorting. Narrated colour videotape, 30 – reference: European Commission Digital literacy report: A review for the i2010 e-inclusion initiative. Commission Staff Working Document; 2008. – reference: 2007; – reference: 2008. p. 319-323. – reference: (1):22-47. – reference: Robins A, Rountree J, Rountree N. Learning and teaching programming: A review and discussion, – reference: . 2005. p. 173-180. – reference: (4):253-278. – reference: Danielsiek H. Detecting and understanding student's misconceptions related to algorithms and data structures. – reference: Jimoyiannis A. Computer simulations and scientific knowledge construction, In: Cartelli A, Palma M, editors. – reference: Ma L, Ferguson J, Roper M, Wood M. Investigating and improving the models of programming concepts held by novice programmers. – reference: , 1981. – reference: :265-284. – reference: 1999; – reference: Fouh E, Akbar M, Shaffer C. The role of visualization in computer science education. – reference: Karavirta V, Korhonen A, Malmi L, Stålnacke K. MatrixPro: A tool for on-the-fly demonstration of data structures and algorithms. In: – reference: Kehoe C, Stasko J, Taylor A. Rethinking the evaluation of algorithm animations as learning aids: an observational study, – reference: 2001; – reference: , ITiCSE’00. Helsinki, Finland; 2000. p.37-40. – reference: Vrachnos E, Jimoyiannis A. Dave: A Dynamic Algorithm Visualization Environment for novice learners. – reference: 2012; – reference: (3):259-290. – reference: CodeMirror, http://codemirror.net, 2013. – reference: . Hershey, PA: IGI Global; 2008. p. 106-120. – reference: 2006; – reference: :403-407. – reference: Dale NB. Most difficult topics in CS1: results of an online survey of educators. – reference: Naps TL. JHAVE: supporting algorithm visualization, – reference: Byrne D, Catrambone R, Stasko J. Evaluating animations as student aids in learning computer algorithms. – reference: (2): 49-53. – reference: Soloway E., Spohrer, JC. – reference: . NJ: Lawrence Erlbaum; 1989. – reference: . Raleigh, North Carolina: ACM Press; 2012. p. 197-201. – reference: . 1998. p. 267-271. – reference: Garner S, Haden P, Robins A. My program is correct but it doesn’t run: a preliminary investigation of novice programmer's problems. In: – reference: 2003; – reference: . New York: ACM. 2012. p. 579-584. – reference: Moreno A, Joy MS. Jeliot 3 in a demanding educational setting. – reference: (1):42-48. – reference: Guo JP. Online Python Tutor: Embeddable Web-Based Program Visualization for CS Education. In: – reference: . New York: ACM Press; 2010. p. 153-162. – reference: 2004. p. 26-33. – reference: Sorva J, Sirkiä T. UUhistle: a software tool for visual program simulation. In: – reference: 2008; – reference: Rößling G. The Animal algorithm animation tool. – reference: 2005; – reference: :51-59. – reference: Jimoyiannis A. Using SOLO taxonomy to explore students’ mental models of the programming variable and the assignment statement. – ident: 10.1016/j.procs.2014.02.026_bib0075 doi: 10.1080/08993408.2011.554722 – ident: 10.1016/j.procs.2014.02.026_bib0055 doi: 10.1109/MCG.2005.110 – ident: 10.1016/j.procs.2014.02.026_bib0140 doi: 10.1006/ijhc.2000.0409 – ident: 10.1016/j.procs.2014.02.026_bib0115 – ident: 10.1016/j.procs.2014.02.026_bib0145 doi: 10.1016/S0360-1315(99)00023-8 – ident: 10.1016/j.procs.2014.02.026_bib0085 doi: 10.1109/ICALT.2008.148 – ident: 10.1016/j.procs.2014.02.026_bib0110 doi: 10.1080/07380569.2012.651422 – ident: 10.1016/j.procs.2014.02.026_bib0120 doi: 10.1145/268084.268091 – ident: 10.1016/j.procs.2014.02.026_bib0010 doi: 10.1145/1138403.1138432 – ident: 10.1016/j.procs.2014.02.026_bib0090 – ident: 10.1016/j.procs.2014.02.026_bib0155 – ident: 10.1016/j.procs.2014.02.026_bib0080 doi: 10.1145/2445196.2445368 – ident: 10.1016/j.procs.2014.02.026_bib0025 – ident: 10.1016/j.procs.2014.02.026_bib0135 doi: 10.1006/jvlc.2002.0237 – ident: 10.1016/j.procs.2014.02.026_bib0015 doi: 10.1076/csed.13.2.137.14200 – ident: 10.1016/j.procs.2014.02.026_bib0005 – ident: 10.1016/j.procs.2014.02.026_bib0030 – ident: 10.1016/j.procs.2014.02.026_bib0050 doi: 10.1016/j.entcs.2007.01.033 – ident: 10.1016/j.procs.2014.02.026_bib0045 doi: 10.1145/273133.274310 – ident: 10.1016/j.procs.2014.02.026_bib0150 doi: 10.4018/978-1-59904-845-1.ch015 – ident: 10.1016/j.procs.2014.02.026_bib0095 – ident: 10.1016/j.procs.2014.02.026_bib0040 doi: 10.1145/343048.343069 – ident: 10.1016/j.procs.2014.02.026_bib0070 – ident: 10.1016/j.procs.2014.02.026_bib0105 doi: 10.1145/1930464.1930471 – ident: 10.1016/j.procs.2014.02.026_bib0125 – ident: 10.1016/j.procs.2014.02.026_bib0130 doi: 10.28945/195 – ident: 10.1016/j.procs.2014.02.026_bib0020 – ident: 10.1016/j.procs.2014.02.026_bib0035 doi: 10.1093/comjnl/bxh064 – ident: 10.1016/j.procs.2014.02.026_bib0060 – ident: 10.1016/j.procs.2014.02.026_bib0065 doi: 10.1016/j.jvlc.2006.03.002 – ident: 10.1016/j.procs.2014.02.026_bib0100 doi: 10.1145/1879211.1879234 |
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