article

Exploring the role of visualization and engagement in computer science education

Authors:

Thomas L. Naps,

Guido Rößling,

Vicki Almstrum,

Rudolf Fleischer,

Chris Hundhausen,

J. Ángel Velázquez-IturbideAuthors Info & Claims

ACM SIGCSE Bulletin, Volume 35, Issue 2

Pages 131 - 152

https://doi.org/10.1145/782941.782998

Published: 24 June 2002 Publication History

Abstract

Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom's well-recognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

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Published In

cover image ACM SIGCSE Bulletin

ACM SIGCSE Bulletin Volume 35, Issue 2

June 2003

202 pages

ISSN:0097-8418

DOI:10.1145/782941

Issue’s Table of Contents

ITiCSE-WGR '02: Working group reports from ITiCSE on Innovation and technology in computer science education
June 2002
201 pages
ISBN:9781450374491
DOI:10.1145/960568
Conference Chairs:
Michael E. Caspersen
University of Aarhus, Denmark
,
Dan Joyce
Villanova University
,
Program Chairs:
Don Goelman
Villanova University
,
Ian Utting
University of Kent

Copyright © 2002 ACM.

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Publication History

Published: 24 June 2002

Published in SIGCSE Volume 35, Issue 2

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