Personalizing and Discussing Algorithms within CS1 Studio Experiences: An Observational Study

摘要

Pedagogical algorithm visualization technology aims to assistrnlearners in understanding the dynamic behavior of computerrnalgorithms. A key trend in past experimental studies is thatrnlearners benefit most when they are actively engaged withrnalgorithm visualization technology. Inspired by this trend, we arernexploring the pedagogical value of a novel active learningrnactivity—the Studio Experience—within the context of anrnintroductory CS1 unit on algorithmic problem-solving. In arnStudio Experience, student pairs are given algorithm designrnproblems, e.g., “design two alternative algorithms that reverse thernvalues in a list.” They are tasked both with constructingrnalgorithmic solutions and accompanying visualizations, and withrnpresenting their visualizations for feedback and discussion in arnsession modeled after an architectural “design crit.” Through anrnobservational study of studio experience sessions in whichrnstudents used two alternative forms of visualization technology—rnart supplies and a computer-based tool—we gained insight intorn(a) the processes by which students construct visual presentationsrnof algorithms, (b) the characteristics of their visual presentations;rn(c) the nature of conversations mediated by visual algorithmicrnsolutions; and (d) the kind of visualization technology that bestrnsupports these activities. Based on our results, we suggestrnimprovements to the approach, and propose an agenda for futurernempirical studies.