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

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Promoting Programming Learning. Engagement, Automatic Assessment with Immediate Feedback in Visualizations

The skill of programming is a key asset for every computer science student. Many studies have shown that this is a hard skill to learn and the outcomes of programming courses have often been substandard. Thus, a range of methods and tools have been developed to assist students’ learning processes. One of the biggest fields in computer science education is the use of visualizations as a learning aid and many visualization based tools have been developed to aid the learning process during last few decades. Studies conducted in this thesis focus on two different visualizationbased tools TRAKLA2 and ViLLE. This thesis includes results from multiple empirical studies about what kind of effects the introduction and usage of these tools have on students’ opinions and performance, and what kind of implications there are from a teacher’s point of view. The results from studies in this thesis show that students preferred to do web-based exercises, and felt that those exercises contributed to their learning. The usage of the tool motivated students to work harder during their course, which was shown in overall course performance and drop-out statistics. We have also shown that visualization-based tools can be used to enhance the learning process, and one of the key factors is the higher and active level of engagement (see. Engagement Taxonomy by Naps et al., 2002). The automatic grading accompanied with immediate feedback helps students to overcome obstacles during the learning process, and to grasp the key element in the learning task. These kinds of tools can help us to cope with the fact that many programming courses are overcrowded with limited teaching resources. These tools allows us to tackle this problem by utilizing automatic assessment in exercises that are most suitable to be done in the web (like tracing and simulation) since its supports students’ independent learning regardless of time and place. In summary, we can use our course’s resources more efficiently to increase the quality of the learning experience of the students and the teaching experience of the teacher, and even increase performance of the students. There are also methodological results from this thesis which contribute to developing insight into the conduct of empirical evaluations of new tools or techniques. When we evaluate a new tool, especially one accompanied with visualization, we need to give a proper introduction to it and to the graphical notation used by tool. The standard procedure should also include capturing the screen with audio to confirm that the participants of the experiment are doing what they are supposed to do. By taken such measures in the study of the learning impact of visualization support for learning, we can avoid drawing false conclusion from our experiments. As computer science educators, we face two important challenges. Firstly, we need to start to deliver the message in our own institution and all over the world about the new – scientifically proven – innovations in teaching like TRAKLA2 and ViLLE. Secondly, we have the relevant experience of conducting teaching related experiment, and thus we can support our colleagues to learn essential know-how of the research based improvement of their teaching. This change can transform academic teaching into publications and by utilizing this approach we can significantly increase the adoption of the new tools and techniques, and overall increase the knowledge of best-practices. In future, we need to combine our forces and tackle these universal and common problems together by creating multi-national and multiinstitutional research projects. We need to create a community and a platform in which we can share these best practices and at the same time conduct multi-national research projects easily.Siirretty Doriast

A review and assessment of novice learning tools for problem solving and program development

There is a great demand for the development of novice learning tools to supplement classroom instruction in the areas of problem solving and program development. Research in the area of pedagogy, the psychology of programming, human-computer interaction, and cognition have provided valuable input to the development of new methodologies, paradigms, programming languages, and novice learning tools to answer this demand. Based on the cognitive needs of novices, it is possible to postulate a set of characteristics that should comprise the components an effective novice-learning tool. This thesis will discover these characteristics and provide recommendations for the development of new learning tools. This will be accomplished with a review of the challenges that novices face, an in-depth discussion on modem learning tools and the challenges that they address, and the identification and discussion of the vital characteristics that constitute an effective learning tool based on these tools and personal ideas

Visualizing and Interacting with Concept Hierarchies

Concept Hierarchies and Formal Concept Analysis are theoretically well grounded and largely experimented methods. They rely on line diagrams called Galois lattices for visualizing and analysing object-attribute sets. Galois lattices are visually seducing and conceptually rich for experts. However they present important drawbacks due to their concept oriented overall structure: analysing what they show is difficult for non experts, navigation is cumbersome, interaction is poor, and scalability is a deep bottleneck for visual interpretation even for experts. In this paper we introduce semantic probes as a means to overcome many of these problems and extend usability and application possibilities of traditional FCA visualization methods. Semantic probes are visual user centred objects which extract and organize reduced Galois sub-hierarchies. They are simpler, clearer, and they provide a better navigation support through a rich set of interaction possibilities. Since probe driven sub-hierarchies are limited to users focus, scalability is under control and interpretation is facilitated. After some successful experiments, several applications are being developed with the remaining problem of finding a compromise between simplicity and conceptual expressivity

Placing Birds On A Dynamic Evolutionary Map: Using Digital Tools To Update The Evolutionary Metaphor Of The Tree Of Life

This dissertation describes and presents a new type of interactive visualization for communicating about evolutionary biology, the dynamic evolutionary map. This web-based tool utilizes a novel map-based metaphor to visualize evolution, rather than the traditional tree of life. The dissertation begins with an analysis of the conceptual affordances of the traditional tree of life as the dominant metaphor for evolution. Next, theories from digital media, visualization, and cognitive science research are synthesized to support the assertion that digital media tools can extend the types of visual metaphors we use in science communication in order to overcome conceptual limitations of traditional metaphors. These theories are then applied to a specific problem of science communication, resulting in the dynamic evolutionary map. Metaphor is a crucial part of scientific communication, and metaphor-based scientific visualizations, models, and analogies play a profound role in shaping our ideas about the world around us. Users of the dynamic evolutionary map interact with evolution in two ways: by observing the diversification of bird orders over time and by examining the evidence for avian evolution at several places in evolutionary history. By combining these two types of interaction with a non-traditional map metaphor, evolution is framed in a novel way that supplements traditional metaphors for communicating about evolution. This reframing in turn suggests new conceptual affordances to users who are learning about evolution. Empirical testing of the dynamic evolutionary map by biology novices suggests that this approach is successful in communicating evolution differently than in existing tree-based visualization methods. Results of evaluation of the map by biology experts suggest possibilities for future enhancement and testing of this visualization that would help refine these successes. This dissertation represents an important step forward in the synthesis of scientific, design, and metaphor theory, as applied to a specific problem of science communication. The dynamic evolutionary map demonstrates that these theories can be used to guide the construction of a visualization for communicating a scientific concept in a way that is both novel and grounded in theory. There are several potential applications in the fields of informal science education, formal education, and evolutionary biology for the visualization created in this dissertation. Moreover, the approach suggested in this dissertation can potentially be extended into other areas of science and science communication. By placing birds onto the dynamic evolutionary map, this dissertation points to a way forward for visualizing science communication in the futur

Position-based dynamics simulator of vessel deformations for path planning in robotic endovascular catheterization

A major challenge during autonomous navigation in endovascular interventions is the complexity of operating in a deformable but constrained workspace with an instrument. Simulation of deformations for it can provide a cost-effective training platform for path planning. Aim of this study is to develop a realistic, auto-adaptive, and visually plausible simulator to predict vessels’ global deformation induced by the robotic catheter’s contact and cyclic heartbeat motion. Based on a Position-based Dynamics (PBD) approach for vessel modeling, Particle Swarm Optimization (PSO) algorithm is employed for an auto-adaptive calibration of PBD deformation parameters and of the vessels movement due to a heartbeat. In-vitro experiments were conducted and compared with in-silico results. The end-user evaluation results were reported through quantitative performance metrics and a 5-Point Likert Scale questionnaire. Compared with literature, this simulator has an error of 0.23±0.13% for deformation and 0.30±0.85mm for the aortic root displacement. In-vitro experiments show an error of 1.35±1.38mm for deformation prediction. The end-user evaluation results show that novices are more accustomed to using joystick controllers, and cardiologists are more satisfied with the visual authenticity. The real-time and accurate performance of the simulator make this framework suitable for creating a dynamic environment for autonomous navigation of robotic catheters