An objects-first strategy for teaching introductory computer science courses is receiving increased attention from CS educators. In this paper, we discuss the challenge of the objectsfirst strategy and present a new approach that attempts to meet this challenge. The new approach is centered on the visualization of objects and their behaviors using a 3D animation environment. Statistical data as well as informal observations are summarized to show evidence of student performance as a result of this approach. A comparison is made of the pedagogical aspects of this new approach with that of other relevant work.

This work analyzes the advantages and disadvantages of using the novice programming environment Alice in the CS0 classroom. We consider both general aspects as well as specifics drawn from the authors ’ experiences using Alice in the classroom over the course of the last academic year.

Animated program visualization can be used to support innovative instructional methods for teaching beginners about objects, their behavior, and state. In this paper, we present a discussion of methods that define object behavior and character (class)-level state variables that track state changes for 3D animated objects in small virtual worlds. We have found that character-level methods provide a means to demonstrate inheritance. Examples of worlds and program code used in instructional materials are provided.

This paper is an extended abstract for a work in progress. The work, as described in this paper, is a study of the use of 3D animation for program visualization in an introductory programming course for computer science majors who have gaps in their academic background. A quick summary of studies of attrition from the computer science major is presented as a background and motivation for the investigation described here. Program visualization using 3D animation allows students to view changes in the state of their virtual worlds, thereby connecting individual lines of code to the animation action. Early results of this study include a comparison of students in CS1 who have taken the course versus those students who did not.