Investigating the Effect of Program Visualization on Introductory Programming in a Distance Learning Environment

References

• Ben-Ari, M., Bednarik, R., Ben-Bassat, L., Ebel, G., Moreno, A., Myller, N., & Sutinen, E. (2011). A decade of research and development on program animation: The Jeliot experience. Journal of Visual Languages & Computing, 22(5), 375–384. doi: 10.1016/j.jvlc.2011.04.004
   Web of Science ®Google Scholar
• Čisar, S., Radosav, D., Pinter, R., & Čisar, P. (2011). Effectiveness of program visualization in learning Java: A case study with Jeliot 3. International Journal of Computers, Communications & Control, 6(4), 669–682.
   Web of Science ®Google Scholar
• Clear, T., Whalley, J., Robbins, P., Philpott, A., Eckerdal, A., Laakso, M., & Lister, R. (2011). Report on the final BRACElet workshop: Auckland University of Technology, September 2010. Journal of Applied Computing and Information Technology & People, 15(1), 1–7.
   Google Scholar
• Cogan, E., & Gurwitz, C. (2009). Memory tracing. Journal of Computer Science, 5(8), 608–613. doi: 10.3844/jcssp.2009.608.613
   Google Scholar
• Hundhausen, C. D., Douglas, S., & Stasko, J. (2002). A meta-study of algorithm visualization effectiveness. Journal of Visual Languages & Computing, 13(3), 259–290. doi: 10.1006/jvlc.2002.0237
   Web of Science ®Google Scholar
• Isohanni, E., & Knobelsdorf, M. (2011). Students' long-term engagement with the visualization tool Vip. In Proceedings of the 11th Koli Calling International Conference on Computing Education Research (pp. 33–38). Koli, Finland: ACM.
   Google Scholar
• Kaila, E., Rajala, T., Laakso, M.-J., & Salakoski, T. (2009). Effects, experiences and feedback from studies of a program visualization tool. Informatics in Education, 8(1), 17–34.
   Google Scholar
• Kaila, E., Rajala, T., Laakso, M.-J., & Salakoski, T. (2010). Effects of course-long use of a program visualization tool. In Proceedings of the Twelfth Australasian Conference on Computing Education – Volume 103 (pp. 97–106). Brisbane, Australia: Australian Computer Society.
   Google Scholar
• Kannusmäki, O., Moreno, A., Myller, N., & Sutinen, E. (2004). What a novice wants: Students using program visualization in distance programming course. Paper presented at the The Third Program Visualization Workshop, University of Warwick.
   Google Scholar
• Lahtinen, E., Jarvinen, H.-M., & Melakoski-Vistbacka, S. (2007). Targeting program visualizations. SIGCSE Bulletin, 39(3), 256–260. doi: 10.1145/1269900.1268858
   Google Scholar
• Lister, R., Adams, E. S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., … Thomas L. (2004). A multi-national study of reading and tracing skills in novice programmers. SIGCSE Bulletin, 36(4), 119–150. doi: 10.1145/1041624.1041673
   Google Scholar
• Lister, R., Clear, T., Simon, B., Bouvier, D., Carter, P., Eckerdal, A., … Thompson, E. (2009a). Naturally occurring data as research instrument: Analyzing examination responses to study the novice programmer. SIGCSE Bulletin, 41(4), 158–171.
   Google Scholar
• Lister, R., Fidge, C., & Teague, D. (2009b). Further evidence of a relationship between explaining, tracing and writing skills in introductory programming. SIGCSE Bulletin, 41(3), 161–165. doi: 10.1145/1595496.1562930
   Google Scholar
• Lopez, M., Whalley, J., Robbins, P., & Lister, R. (2008). Relationships between reading, tracing and writing skills in introductory programming. In Proceedings of the fourth international workshop on computing education research. (pp. 101–112) Sydney, Australia: ACM.
   Google Scholar
• Naps, T., Röβling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., … Velazquez-Iturbide, J. (2003). Exploring the role of visualization and engagement in computer science education. SIGCSE Bulletin, 35(2), 131–152. doi: 10.1145/782941.782998
   Google Scholar
• Rajala, T., Laakso, M.-J., Kaila, E., & Salakoski, T. (2008). Effectiveness of program visualization: A case study with the ViLLE tool. Journal of Information Technology Education: Innovations in Practice, 7, 15–32.
   Google Scholar
• Röβling, G. (2010). A family of tools for supporting the learning of programming. Algorithms, 3(2), 168–182. doi: 10.3390/a3020168
   Google Scholar
• Schoeman, M., Gelderblom, H., & Smith, E. (2012). A tutorial to teach tracing to first-year programming students, Progressio – South African Journal for Open and Distance Learning Practice, 34 (3), 59–80.
   Google Scholar
• Thomas, L., Ratcliffe, M., & Thomasson, B. (2004). Scaffolding with object diagrams in first year programming classes: Some unexpected results. SIGCSE Bulletin, 36(1), 250–254. doi: 10.1145/1028174.971390
   Google Scholar
• Urquiza-Fuentes, J., & Velázquez-Iturbide, J. (2009). Pedagogical effectiveness of engagement levels: A survey of successful experiences. Electronic Notes in Theoretical Computer Science, 224, 169–178. doi: 10.1016/j.entcs.2008.12.061
   Google Scholar
• Venables, A., Tan, G., & Lister, R. (2009). A closer look at tracing, explaining and code writing skills in the novice programmer. In Proceedings of the fifth international workshop on computing education research workshop (pp. 17–128). Berkeley, CA: ACM.
   Google Scholar
• Virtanen, A. T., Lahtinen, E., & Järvinen, H.-M. (2005). VIP, a visual interpreter for learning introductory programming with C++. Paper presented at the Koli Calling 2005 Conference on Computer Science Education, Koli, Finland.
   Google Scholar
• Whalley, J., & Lister, R. (2009). The BRACElet 2009.1 (Wellington) specification. Proceedings of the Eleventh Australasian Computing Education Conference, 95, 9–18.
   Google Scholar