A study of visualization in introductory programming

The International journal of Multimedia & Its Applications, 2018

This study aimed to identify the impact of using a visual programming environment on college students' achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students' achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students' achievement between the groups. Surprisingly, the thematic analysis showed that students' understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students' understanding.

International Journal of Science and Technology Vol.1 No.8 ISSN 2224-3577, 2011

Over the years, research has shown that programming has proved to be a challenging task to many. Due to this, several program visualization tools have been developed to aid in teaching programming. This study aimed at assessing the impact of using programming visualization tools in the teaching and learning of computer Programming. An overview of the tools that were used during the study is given followed by review of literature on the benefits of PV tools in teaching Programming. The study is based on Edga Dale’s (1954) Cone of Experience, which forms the foundation of resource based learning theories. Literature reveals that the use of program visualization tools in teaching and learning Programming have posted positive results in various institutions. This is followed by a report of a study conducted using experimental research design approach. The same class was taught two programming introductory courses using BlueJ and Jeliot3 tools; and the performance of the students in the two courses was compared. In addition, during the classes, the covert-direct observation method was used to observe student interactions’ and behaviors as they programmed and solved problems during the lessons. Results revealed that these tools if effectively used can improve on the alertness of students, interest in the subject and ultimately positive results.

people.cs.vt.edu

Computer Science core instruction attempts to provide a detailed understanding of dynamic processes such as the working of an algorithm or the flow of information between computing entities. Such dynamic processes are not well explained by static media such as text and images, and are difficult to convey in lecture. We survey the history of visualization in CS education, focusing on artifacts that have a documented positive educational assessment. We discuss how changes in computing technology have affected the development and uptake of such visualization artifacts in CS education, and how recent technology changes are leading to progress in developing online hypertextbooks.

2015 International Conference on Information and Communication Technology Convergence (ICTC), 2015

The aim of this study was to evaluate the effects of two engagement level with visualization tool on student's achievement in programming learning. The study also looks in particular the effects on students with different logical thinking ability. The achievement was measured through performance test after the students had explored the visualization tool on self-paced learning method. The research design was in a quasi-experimental method and the data were analyzed using a quantitative approach. Sample sizes of 84 semester five students enrolled in the Diploma in Electronic Engineering (Computer) from two polytechnics were involved in this study. A T-Test statistical analysis was used to address the research question. The finding revealed a significant difference in performance test among groups who received different engagement level.

2004

This paper describes the design the Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), using multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. The levels of use and uptake of DIVTIC was explored among a cohort of undergraduate engineering students, 50 at Suranaree University of Technology (SUT) in Thailand. The findings are discussed and ...

2014

This thesis reports a research project that aims to improve the teaching and learning of introductory programming from a pedagogical and psychological viewpoint. Towards this aim, seven principles for designing educational programming tools for novices were identified by reviewing literature regarding novices’ difficulties and using a theoretical framework defined by the psychological theories of Constructivism and Cognitive Load Theory. This set of design principles was not only theoretically identified, but its pedagogical impact was also empirically tested. For this reason, Koios, a new programming tool, was designed and developed as a manifestation of the combined set of principles. Empirical studies were conducted by a way of a quasi-experimental design in two different Greek secondary-education institutions. The independent variable was compliance with the set of the seven principles. Students’ level of programming skills (procedural knowledge) was the dependent variable, whil...

Proceedings of ACEC, the Australian Computers in …, 2006

This paper reports preliminary work in a study into the use of software visualisation systems to support student cognitive development of fundamental programming concepts. The ALICE programming language is utilised as a software visualisation system to assist students develop progressively complex understanding of the programming concept of sequence. Preliminary results suggest tracking of cognitive development utilising mental model theory may provide assistance in verifying student understanding of fundamental programming concepts and a framework in which to provide tailored remedial intervention.

Australasian Journal of Educational Technology

Project-based learning (PjBL) has been widely promoted in educational practice, for example, computer programming education. While PiBL may help learners to connect abstract knowledge with authentic practice, the complexity of completing an authentic project may overwhelm learners, making them unable to achieve the desired learning outcomes. This study proposes a visualisation-based and progressive learning environment as a cognitive tool to support PjBL of programming. The cognitive tool is designed to externalise the complex process of completing a realistic programming project. It aims to scaffold the complex project process, foster effective thinking and reflection, and allow the teacher to track and give feedback on individual performance throughout the project process. Moreover, simple-to-complex sequencing of whole-task projects is incorporated into the cognitive tool to support progressive learning with authentic projects. Senior college students participated in this study b...

Program Visualization (PV) is a technique that has been found useful in teaching computing programming. This has seen proliferation in development of PV tools with an aim of enhancing teaching/learning programming over the last two decades. However, the tools usage has remained minimal. Perhaps because it becomes challenging to ascertain the appropriate tool for the right task. This paper presents a classification of program visualization tools with the focus of aiding teachers and students in choosing the most appropriate tool for an interesting experience in the classroom. The paper is based on six various PV tools evaluated over a period of two consecutive academic years in a Kenyan public University. The classification augments the Price’s taxonomy of software visualization arm of PV by presenting four basic levels which are further subdivided into lower levels. Index Terms– Classification, Pedagogy, Program Visualization and Taxonomy

This paper reviews the issues and problems faced by students in learning programming, thus recommend a conceptual framework to overcome the problem. Computer programming courses are said to be complex and difficult, particularly to novice students. Among the causes of students' failure in developing programming skills is their inability to visually illustrate the flow of the program code during the program execution. To overcome this problem, a Program Visualization (PV) is recognized as one of the available learning support tools that can help novice students in enhancing their understanding of the programming execution. Nevertheless, using the PV alone without the active engagement with the tools will not produce the optimal learning outcome on students' programming performance. Previous studies indicated that, active learning strategies are among the most effective strategies in learning programming. Apart from learning strategies, there is a requirement of active involvement of students in the learning process, the ability to think logically which affect their ability to solve problems, thus lead them to develop a program. In addition, using PV as learning aids is expected to increase the students' self-efficacy in learning assignment activity and overcome the challenges of learning. Consequently, it is also important that these aspects are viewed in studies related to the effectiveness of any instructional materials such as PV to enhance programming performance, particularly in finding approaches that can improve novices' self-efficacy.