Scott Grissom

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.

An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming

Computer science teaching is often based upon the traditional lecture format. However, this methodology may not be the best way to help many students actively understand underlying concepts. This paper explores an alternative pedagogical approach that emphasizes constructive and collaborative learning in CS1 classrooms. After briefly discussing constructivism and providing examples of constructivist techniques in CS1, empirical research results are provided. These results arise from a study that compares different CS1 sections that utilized the techniques at varying frequencies. A positive correlation was found between frequency and mean final exam scores. However, no pair-wise differences between sections were statistically significant. These outcomes and others are discussed in addition to future research design implications.

The ACM java task force: final report

Eric Roberts (chair), Stanford University, eroberts@cs.stanford.edu Kim Bruce, Pomona College, kim@cs.pomona.edu Robb Cutler, The Harker School, robbc@harker.org James Cross, Auburn University, cross@eng.auburn.edu Scott Grissom, Grand Valley State University, grissom@gvsu.edu Karl Klee, Alfred State College, kleekj@alfredstate.edu Susan Rodger, Duke University, rodger@cs.duke.edu Fran Trees, Drew University, fran@ftrees.com Ian Utting, University of Kent, i.a.utting@kent.ac.uk Frank Yellin, Google, Inc., fyellin@gmail.com

StEP(3D): a standardized evaluation plan for three-dimensional interaction techniques

Abstract Usability evaluation is a critical component of software development. However, skills necessary to develop a valid and reliable evaluation plan may deter some organizations from performing usability evaluations. These organizations would benefit by having an evaluation plan available to them that was already designed for their needs. A standardized evaluation plan (StEP) is designed to evaluate or compare a wide variety of systems that share certain capabilities. StEPs are developed for a specific domain by usability specialists. These plans can then be used by evaluators with limited experience or facilities because the skills necessary to use a StEP are not as demanding as the skills needed to develop a STEP. Techniques have been proposed to make three-dimensional interfaces more flexible and responsive to the user but the usability of these techniques have generally not been evaluated empirically. StEP(3D), a standardized evaluation plan for the usability of three-dimensional interaction techniques, combines performance-based evaluation with a user satisfaction questionnaire. It is designed to be portable and simple enough that evaluators can make comparisons of three-dimensional interaction techniques without special equipment or experience. It evaluates the usability of interaction techniques for performing quick and unconstrained three-dimensional manipulations. Two empirical experiments are reported that demonstrate the reliability and validity of StEP(3D). Experiment 1 shows StEP(3D) is appropriate for comparing techniques on different hardware platforms during summative evaluations. Experiment 2 shows StEP(3D) is sensitive enough to detect subtle changes in an interface during formative design. We make recommendations for developing StEPs based on data we collected and on our experiences with the development of StEP(3D). However, the recommendations are not limited to three-dimensional interaction techniques. Most of the recommendations apply to the development of StEPs in any domain and address issues such as portability, participant selection, experiment protocol and procedures, and usability measures. A collection of StEPs designed for particular domains and purposes would provide a library of reusable evaluation plans. This reusable approach to usability evaluation should reduce the cost of evaluations because organizations are able to take advantage of previously designed plans. At the same time, this approach should improve the quality of usability evaluations because StEPs are developed and validated by usability specialists.

Introduction to special issue on alternatives to lecture in the computer science classroom

Active learning in the college classroom has long been promoted as more effective than traditional lecture. Increased adoption of these instructional practices is recommended in several prominent national reports as well as a new National Science Foundation program. The goal of this special issue is to share evidence-based instructional practices that have been applied to computer science education. With collaborative learning, students interact with each other to achieve a common learning goal. Peer Instruction is an active pedagogy pioneered in Physics education in which most lecture time is replaced with students answering carefully designed multiple-choice questions. Chemistry faculty developed and refined an inquiry-based pedagogy called Process-Oriented Guided-Inquiry Learning (POGIL). The fields of Architecture and Fine Arts promote student collaboration in studio-based learning.

Realizing XML Driven Algorithm Visualization

In this paper we describe work in progress on JHAVE-II, a new generation of the client-server based algorithm visualization system JHAVE. We believe this to be the first algorithm visualization system to be totally XML driven. We describe the XML scripting language visualization authors can use with JHAVE-II to define the sequence of graphical snapshots, integrated pop-up questions, synchronized pseudocode, and supplemental information that comprise a particular algorithm visualization. JHAVE-II then uses these scripts to render visualizations and support student exploration of algorithms.

Teaching and Learning Recursive Programming: A Review of the Research Literature.

Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies.

Approaches to teaching computer graphics (abstract)

Over the past decade, there have been major advances in the computer graphics field: in computer graphics techniques, the trend towards object-oriented programming, and availability of relatively inexpensive, high-resolution graphics hardware and sophisticated rendering packages. This suggests that a reevaluation of the traditional computer graphics syllabus is appropriate. The panel will focus on various approaches to teaching graphics as it relates to a computer science curriculum. Panel members have diverse backgrounds from small schools and large schools. Small schools with limited resources must find innovative ways to teach state of the art graphics using inadequate hardware. Public domain software and visual aides such as slides and videotapes will be discussed as an inexpensive way to support graphics education. Large schools with more resources have the luxury of developing course content based on faculty expertise and student interest. After opening statements of approximately ten minutes each, panelists will respond to questions from the audience and the moderator.

A Multi-institutional Study of Peer Instruction in Introductory Computing

Peer Instruction (PI) is a student-centric pedagogy in which students move from the role of passive listeners to active participants in the classroom. Over the past five years, there have been a number of research articles regarding the value of PI in computer science. The present work adds to this body of knowledge by examining outcomes from seven introductory programming instructors: three novices to PI and four with a range of PI experience. Through common measurements of student perceptions, we provide evidence that introductory computing instructors can successfully implement PI in their classrooms. We find encouraging minimum (74%) and average (92%) levels of success as measured through student valuation of PI for their learning. This work also documents and hypothesizes reasons for comparatively poor survey results in one course, highlighting the importance of the choice of grading policy (participation vs. correctness) for new PI adopters.

uisGL: a C++ library to support graphics education

Computer graphics is an important part of the computer science curriculum [8]. The advancement of graphical user interfaces and increased hardware performance allows almost anyone to create stunning pictures using commercial software. However, we are interested in teaching computer science students how to create these software tools rather than just use them [3, 11]. Students must have a firm understanding of the underlying algorithms and how the computer renders images.Content of the introductory course has increased in complexity to allow the advanced courses to remain at the frontier of graphics research [9]. Some suggest that an introductory course should emphasize 3D rendering of realistic images [10]. Most introductory graphics courses teach the traditional graphics pipeline that includes three steps: model building, transformations and rendering [5].