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The use of algorithm visualizations in computer science education is not a new thing. Although there is a firm belief that graphical representations of algorithms are learning aids, empirical studies show that what is important is what the students do with the animations rather than what they see in them. In this paper we compare to kinds of interaction: viewing animations vs constructing animations. We have conducted a controlled experiment where a group of students (n=15) had to study andoi:10.1016/j.entcs.2007.01.038 fatcat:u5njlmnnyzbmlonnledfth3gam