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 by analyzing this body of experimental studies as a whole. In order to better understand the effectiveness of AV technology, we present a systematic metastudy 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.

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. 1 Introduction An algorithm animation is a dynamic graphical depiction of the data and operations of an algorithm. The animation's purpose is to illustrate how the algorithm functions to someone seeking to learn the algorithm, such as a student in a computer science class. Because algorithms can be challenging to learn and understand...

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 challenging algorithm more accessible and less intimidating, thus leading to enhanced student interaction with the materials and facilitating learning. Keywords:...

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We present an evaluation of a multimedia educational software system that includes text, graphics, animations, and simulations. When compared with an informationally equivalent control environment that used text and carefully selected still images, we found little evidence that the dynamic presentations enhanced student understanding of the declarative information in this lesson. Furthermore, students cannot be relied on to take full advantage of exploratory opportunities in computer-based instruction. These results prescribe further investigation of whether and how computer-based multimedia can be used effectively in education and training.

This paper describes CAT, a Web-based algorithm animation system. CAT augments the expressive power of Web pages for publishing passive multimedia information with a full-fledged interactive algorithm animation system. It improves on previous Web-based algorithm animations by providing a framework that makes it easy to construct new animations, including those that involve multiple views. Because views of the same running algorithm may reside on different machines, CAT is particularly well-suited for electronic classrooms. This strategy is an improvement over the electronic classroom systems we are aware of, which simply display the same X window on multiple machines. We believe our framework generalizes to electronic textbooks in arbitrary domains.

In the past, attempts to extend the spreadsheet paradigm to support graphical objects, such as colored circles or user-defined graphical types, have led to approaches featuring either a direct way of creating objects graphically or strong compatibility with the spreadsheet paradigm, but not both. This inability to conveniently go beyond numbers and strings without straying outside the spreadsheet paradigm has been a limiting factor in the applicability of spreadsheet languages. In this paper we present graphical definitions, an approach that removes this limitation, allowing both simple and complex graphical objects to be programmed directly using direct manipulation and gestures, in a manner that fits seamlessly within the spreadsheet paradigm. We also describe an empirical study, in which subjects programmed such objects faster and with fewer errors using this approach than when using a traditional approach to formula specification. Because the approach is expressive enough to be used with both built-in and user-defined types, it allows the directness of demonstrational and spreadsheet techniques to be used in programming a wider range of applications than has been possible before.

JAWAA is a simple command language for creating animations of data structures and displaying them with a Web browser. Commands are stored in a script file that is retrieved and run by the JAWAA applet when the applet's Web page is accessed through the Web. JAWAA commands allow for creation and movement of primitive objects (circles, lines, text, rectangles) and data structure objects (arrays, stacks, queues, lists, trees and graphs). A JAWAA script can be generated as the output of a program written in any language. 1 Introduction An animation of a data structure is helpful to students as an educational aid in two ways, first as an alternative view in understanding a newly presented data structure or algorithm and second as an aid in debugging a program that uses the data structure. An animation can be easier to understand and remember than a textual representation, especially when one can interact with the animation by trying different input. Furthermore, using animations to debug p...

The past decade has witnessed the emergence of an active visual programming research community.Yet, there has also been a noteworthy shortage of empirical evidence supporting the resulting research. This paper summarizes empirical data relevant to visual programming languages, both to show the current empirical status and to act as a call to arms for further empirical work.

Continuous visual feedback is becoming a common feature in direct-manipulation programming systems of all kinds--from demonstrational macro builders to spreadsheet packages to visual programming languages featuring direct manipulation. But does continuous visual feedback actually help in the domain of programming? There has been little investigation of this question, and what evidence there is from related domains points in conflicting directions. To advance what is known about this issue, we conducted an empirical study to determine whether the inclusion of continuous visual feedback into a direct-manipulation programming system helps with one particular task: debugging. Our results were that although continuous visual feedback did not significantly help with debugging in general, it did significantly help with debugging in some circumstances. Our results also indicate three factors that may help determine those circumstances. Keywords Direct manipulation, debugging, end-user progra...