Myles F. McNally

Exploring the role of visualization and engagement in computer science education

Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Blooms well-recognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

Evaluating the educational impact of visualization

The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.

Algorithm visualization in CS education: comparing levels of student engagement

Software technology for algorithm visualization (AV) has advanced faster than our understanding of how such technology impacts student learning. In this paper we present results of a multi-university study. We measured the effect of varying levels of student engagement with AV to learn simple sorting algorithms. These levels included: 1) not seeing any visualization, 2) simply viewing visualizations for a short period in the classroom, and 3) interacting directly with the visualizations for an extended period outside of the classroom. Our results show that learning increases as the level of student engagement increases. AV has a bigger impact on learning when students go beyond merely viewing a visualization and are required to engage in additional activities structured around the visualization. In particular, students who responded to questions integrated into the AV tool during their exploration of an algorithm showed the most improvement between a pretest and posttest.

Tools for teaching introductory programming: what works?

1. SUMMARY In the past decade educators have developed a myriad of tools to help novices learn to program. Different tools emerge as new features or combinations of features are employed. In this panel we consider the features of recent tools that have garnered significant interest in the computer science education community. These including narrative tools which support programming to tell a story (e.g., Alice [6], Jeroo [8]), visual programming tools which support the construction of programs through a drag-and-drop interface (e.g., JPie [3], Alice [6], Karel Universe), flow-model tools (e.g., Raptor [1], Iconic Programmer [2], VisualLogic) which construct programs through connecting program elements to represent order of computation, specialized output realizations (e.g., Lego Mindstorms [5], JES [7]) that provide execution feedback in nontextual ways, like multimedia or kinesthetic robotics, and tiered language tools (e.g., ProfessorJ [4], RoboLab) in which novices can use more sophisticated versions of a language as their expertise develops.

Do lego mindstorms robots have a future in CS education

Lego Mindstorms is an inexpensive robotics system consisting of a microprocessor brick, various sensors and motors, and numerous Lego pieces. It can be programmed in a variety of languages, including Java and C++. Since its initial release in 1996, dozens of papers have been written on its use in computer science education. In fact, a recent search for “MindStorms” in the ACM Digital Library produced 271 hits. Many of these papers describe its use, one way or another, in laboratory settings. Numerous workshops on its use in CS education have been held, attended by hundreds of faculty. Yet the platform’s adoption is not as widespread as this level of interest would suggest. In fact, some early adopters of MindStorms have come to feel that the platform is not all that well suited to CS education, or at least that its supposed benefits have not been proven.

An overview of visualization: its use and design: report of the working group in visualization

This paper presents an overview of visualization in Computer Science instruction. It is broken down in the following fashion. First, we present the motivation for using visualization and visual techniques in instruction. This is followed by a discussion of when the use of visualization is most appropriate. We then consider a broad spectrum of uses of visualization in Computer Science instruction. This spectrum is organized from passive to active in terms of a student’s involvement with the visualization tools. Types of visualizations are then categorized. The remainder of the paper focuses more on design issues for instructional visualization tools. These design issues are first presented from the perspective of the instructor who is constructing the visualization tool for students and then from the perspective of the programmer who is creating visualization software. We close the paper with some suggestions on organizing and maintaining a Web-based repository of visualization tools for Computer Science instruction.

Using the WWW as the delivery mechanism for interactive, visualization-based instructional modules (report of the ITiCSE '97 working group on visualization)

Visualization has long been an important pedagogical tool in CS education. The widespread use of the Web and the introduction of Java, with its ability to present interactive animated applets and other types of animation, all provide opportunities to expand the availability of visualization-based teaching and learning tools. In addition, the Web introduces new opportunities not available in traditional settings.We start by identifying the types of learning objectives that can be supported by visualizations and the Web environment. Next we look at specific areas where the use of the Web enhances learning beyond the usual visualization, as well as at new learning and teaching paradigms supported by the Web. We then discuss a number of different mechanisms that can be used to deliver visualizations over the Web and new ways of managing displays in the Web-based environment. We point out both advantages and disadvantages of using the Web. A look into the future follows. We consider what changes and improvements we can expect and what specific activities we would like the CS community to undertake. We end with a brief survey of currently available Web-based visualization teaching tools and a commitment to maintain a list of links to these and other sites.

Development of XML-based tools to support user interaction with algorithm visualization

As a report of a working group at ITiCSE 2005, this paper represents a vision of the use of XML specifications and tools in algorithm visualization, particularly with regard to supporting user interaction. A detailed description is given of how an interesting event to be visualized is decomposed, combined with interactive questions, narratives, control flow code and metadata, and finally rendered into graphical primitive and transformation specifications. The heart of the paper is our discussion of XML specifications for content generation (the object being visualized), interactive questions, and graphical primitives and transformations, with briefer discussions of narratives and metadata. Examples are provided for each in an appendix, with fuller details to be published on an associated website that we hope will become a source of future standards in this area. In conclusion, the approach of the working group is discussed, and important remaining challenges are identified.

Java resources for computer science instruction

The goal of this working group was to collect, evaluate, and foster the development of resources to serve as components of both new and revised traditional courses that emphasize object-oriented software development using Java. These courses could, for example, integrate Internet-based distributed programming, concurrency, database programming, graphics and visualization, human interface design and object-oriented development. They could therefore also be suitable as capstone courses in computer science. The focus of the working group was on tools and techniques, including demonstrations, projects, syllabi, and pedagogical patterns. The working group members are coordinating the development of a Web site (sol.pace.edu/iticse98) devoted to sharing such tools and techniques among educators.

Adapting moodle to better support CS education

Many commercial or open-source systems for organizing courses are available, offering access to course materials, communication support, and receiving and grading student submissions. However, most of these systems are by default not ideally prepared to address specific demands of Computer Science (CS) education. We explore how Moodle as one of the most popular and free systems can be better adapted to support the needs of CS education and provide concrete guidance on features and extensions that could be explored. This report and work based on it can significantly improve courses for educators and students alike