Visual iconic object-oriented programming to advance computer science education and novice programming

Learning how to program a computer is difficult for most people. Computer programming is a cognitively challenging, time consuming, labor intensive, and frustrating endeavor. Years of formal study and training are required to learn a programming language\u27s world of algorithms and data structures. Instructions are coded in advance before the computer demonstrates the desired behavior. Seeing all the programming steps and instruction code is complicated. There exists a tremendous gap between the representations the human brain uses when thinking about a problem and the representations used in programming a computer. Often people are much better at dealing with specific, concrete objects than working with abstract ideas. Concrete and specific programming examples and demonstrations can be very useful. When cleverly chosen and properly used, programming examples and demonstrations help people understand the abstract concepts. Programming by example or demonstration attempts to extend these novel ideas to novice programming

Interactive Visual Histories for Vector Graphics

Presentation and graphics software enables users to experiment with variations of illustrations. They can revisit recent editing operations using the ubiquitous undo command, but they are limited to sequential exploration. We propose a new interaction metaphor and visualization for operation history. While editing, a user can access a history mode in which actions are denoted by graphical depictions appearing on top of the document. Our work is inspired by the visual language of film storyboards and assembly instructions. Our storyboard provides an interactive visual history, summarizing the editing of a document or a selected object. Each view is composed of action depictions representing the userâ s editing actions and enables the user to consider the operation history in context rather than in a disconnected list view. This metaphor provides instant access to any past action and we demonstrate that this is an intuitive interface to a selective undo mechanism

A Study of Applications of 3D Animation for Emergency Medicine Pedagogy

There is ample precedent for the use of 3D animation in education, though little research on specific applications in the field of medicine. An experiment was carried out to assess the suitability of 3D animation for educational purposes in emergency medicine courses. Two groups of experimental participants were assessed on their ability to respond to three emergency medical situations in simulated test scenarios. Both groups received equivalent information on how to treat the three different medical emergencies. The control group received the information in traditional lecture format. The experimental group instead received the information from a set of 3D animations. Participants were assessed according to the speed and accuracy with which they administered proper treatment as well as their ability to complete every step of treatment and to execute these steps in the correct order. The 3D animation and lecture groups were not generally found to score differently from a statistical perspective. Possible causes are provided

Linking Art to Science: Digital Media as a Technology Translation Tool

Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams

Proceedings of the Second Program Visualization Workshop, 2002

The Program Visualization Workshops aim to bring together researchers who design and construct program visualizations and, above all, educators who use and evaluate visualizations in their teaching. The first workshop took place in July 2000 at Porvoo, Finland. The second workshop was held in cooperation with ACM SIGCSE and took place at HornstrupCentret, Denmark in June 2002, immediately following the ITiCSE 2002 Conference in Aarhus, Denmark

Automatic marking of Shell programs for students coursework assessment

The number of students in any programming language course is usually large; more than 100 students is not uncommon in some universities. The member of staff teaching such a course has to mark, perhaps weekly, a very large number of program assignments. Manual marking and assessing is therefore an arduous task. The aim of this work is to describe a computer system for automatic marking and assessment of students' programs written in Unix Bourne Shell. In this study, a student's program will be assessed by testing its dynamic correctness and its maintainability. For dynamic correctness to be checked the program will be run against sets of input data supplied by the teacher, whereas for maintainability the student's program will be tested statically. The program text will be analysed, and its typographic style and its complexity measured. The typographic assessment in this system is adaptable to reflect the change of emphasis as a course progresses. This study presents the results generated from the assessment of a typical class of students in a Shell programming course. The experience with the development of the typographic assessment system has been generally positive. The results have shown that it is feasible to automate the assessment of this quality factor, as well as dynamic testing. Realistic grading can be achieved and useful information feedback can be obtained. The system is useful to both the students learning programming in Shell, (Arthur, L. J. and Burns, T., 1996) and the staff who are teaching the course. Although the work here is focused on the Bourne Shell, (Bourne, S. R., 1987) the study is still valid, with little or no change, to all other shells. The method used can also be applied, with some modification, to other programming languages. Furthermore this method is not limited to university and teaching, it can also be used in other fields for the purposes of software quality assessment

The Effectiveness of Aural Instructions with Visualisations in E-Learning Environments

Based on Mayer’s (2001) model for more effective learning by exploiting the brain’s dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners’ working memory. A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task. The collected data showed that the tool was used extensively by the students. A comparison of the students’ DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful

A Program Visualization System That Supports the Program Understanding Process.

The goal of this research is to provide a graphical system that supports the program understanding process by representing the program\u27s control flow, the code and the identifiers local to a specific point within the program. By having more information local to the point of interest, the programmer can maintain continuity in developing program understanding. The programmer can see loops, procedure calls, and other structures with respect to their execution order and can view them in the environment or the context in which they will execute. The Peec system supplies a graphical representation of the program\u27s control flow in which the control structures are represented as tiers. The tiers are arranged in a three-dimensional space representing the program\u27s operational flow. The body of the procedure or function is nested within the reference tier so that the programmer views the routine local to its reference point. Also, a list of live identifiers is displayable for the current tier element. The advantage is that the routine\u27s text and the identifier list are local to the area of study and the programmer does not have to look elsewhere for the program text and the identifier definition. The programmer can maintain a continuity in developing program understanding using information local to the point of interest. The Peec system consists of the Peec compiler which transforms a Pascal program into tier and identifier information, and the Peec environment for modeling the program\u27s operational flow image. The Peec environment provides the programmer many interactive capabilities. These capabilities consist of browsing the flow model, displaying text, displaying identifiers and transforming the three-dimensional flow model into appropriate views. These features are aimed at assisting the programmer in the processing of developing program understanding

The Example Guru: Suggesting Examples to Novice Programmers in an Artifact-Based Context

Programmers in artifact-based contexts could likely benefit from skills that they do not realize exist. We define artifact-based contexts as contexts where programmers have a goal project, like an application or game, which they must figure out how to accomplish and can change along the way. Artifact-based contexts do not have quantifiable goal states, like the solution to a puzzle or the resolution of a bug in task-based contexts. Currently, programmers in artifact-based contexts have to seek out information, but may be unaware of useful information or choose not to seek out new skills. This is especially problematic for young novice programmers in blocks programming environments. Blocks programming environments often lack even minimal in-context support, such as auto-complete or in-context documentation. Novices programming independently in these blocks-based programming environments often plateau in the programming skills and API methods they use. This work aims to encourage novices in artifact-based programming contexts to explore new API methods and skills. One way to support novices may be with examples, as examples are effective for learning and highly available. In order to better understand how to use examples for supporting novice programmers, I first ran two studies exploring novices\u27 use and focus on example code. I used those results to design a system called the Example Guru. The Example Guru suggests example snippets to novice programmers that contain previously unused API methods or code concepts. Finally, I present an approach for semi-automatically generating content for this type of suggestion system. This approach reduces the amount of expert effort required to create suggestions. This work contains three contributions: 1) a better understanding of difficulties novices have using example code, 2) a system that encourages exploration and use of new programming skills, and 3) an approach for generating content for a suggestion system with less expert effort

Enhancing comprehension in open distance learning computer programming education with visualization

This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial. The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far. During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations. Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program.Computer ScienceD. Phil. (Computer Science