How do students use program visualizations within an interactive ebook?

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

17 Citations (Scopus)

Abstract

We investigated students' use of program visualizations (PVs) that were tightly integrated into the electronic book of an introductory course on programming. A quantitative analysis of logs showed that most students, and beginners especially, used the PVs, even where the PV did not directly affect their grade. Students commonly spent more time studying certain steps than others, suggesting they used the PVs attentively. Nevertheless, substantial numbers of students appeared to gloss over some key animation steps, something that future improvements to pedagogy may address. Overall, the results suggest that integrating PVs into an ebook can promote student engagement and has been fairly successful in the studied context. More research is needed to understand the differences between our results and earlier ones, and to assess the generalizability of our findings.

Original languageEnglish
Title of host publicationICER 2015 - Proceedings of the 2015 ACM Conference on International Computing Education Research
EditorsBrian Dorn
Place of PublicationNew York, NY
PublisherACM
Pages179-188
Number of pages10
ISBN (Print)978-1-4503-3630-7
DOIs
Publication statusPublished - 9 Jul 2015
MoE publication typeA4 Article in a conference publication
EventACM Conference on International Computing Education Research - Omaha, United States
Duration: 9 Aug 201513 Aug 2015
Conference number: 11

Conference

ConferenceACM Conference on International Computing Education Research
Abbreviated titleICER
CountryUnited States
CityOmaha
Period09/08/201513/08/2015

Keywords

  • Beginner programmers
  • CS1
  • Ebooks
  • Program visualization

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