Classroom practice for understanding pointers using learning support system for visualizing memory image and target domain world

Koichi Yamashita, Ryota Fujioka, Satoru Kogure, Yasuhiro Noguchi, Tatsuhiro Konishi, Yukihiro Itoh
2017 Research and Practice in Technology Enhanced Learning  
Pointers are difficult learning targets for novice learners of C programming. For such difficult targets, introducing a system visualizing program behaviors is generally expected to support learners to understand the targets. However, visualization in existing systems often conceals the concrete value of variables such as pointers; the way in which each visualized object is located on the memory is not made explicit. In order to address this issue, we focused on a program visualization system
more » ... lled TEDViT. It visualizes simultaneously and synchronously the memory image that is the field that presents the concrete value of variables and the target domain world that is the field that presents logically the data structures processed by the program. We consider that observing and comparing program code, memory image, and target domain world with TEDViT could work for understanding pointers. TEDViT visualizes the status of the target domain world according to the visualization policy defined by the teacher in order to allow teachers to set their instruction content based on the growing variety of learner background knowledge. We also consider that this feature could support teachers' instructions and class managements appropriately, and improving teachers' performance by TEDViT's support would bring improvement of learners' understanding. We conducted classroom practice for understanding pointers in connection with a memory model, thus introducing TEDViT to a real class. Analysis of answered scores in a questionnaire conducted after the practice suggests that our practice using TEDViT provided useful supports for participants to understand pointers. It also suggests our practice had a certain effect to reduce uneven levels of understanding among participants. Based on these results, we describe that classroom practices in our framework could support learners to understand pointers and support teachers to manage the class.
doi:10.1186/s41039-017-0058-4 pmid:30595722 pmcid:PMC6294211 fatcat:ym33mgx5ezfclit7uxuu7vc3gq