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Using visualizations to learn algorithms: should students construct their own, or view an expert's?
Proceeding 2000 IEEE International Symposium on Visual Languages
Algorithm visualization software graphically illustrates how computer algorithms work. Past experiments designed to substantiate the software's pedagogical value have yielded mixed results. A review of these studies suggests that the more actively involved learners are in the visualization process, the better they perform. Given this trend, and inspired by ethnographic fieldwork we conducted in an undergraduate algorithms course, we hypothesize that students who use simple art supplies to
doi:10.1109/vl.2000.874346
dblp:conf/vl/HundhausenD00
fatcat:suzf6z7fujgc7jydcy2dg5oddu