The Effective Use of Quicksort Visualizations in the Classroom

1
The Effective Use of Quicksort Visualizations in
the Classroom

• Scott Grissom, Grand Valley State University
• Tom Naps, University of Wisconsin - Oshkosh

2
The Effective Use of Quicksort Visualizations in
the Classroom

• Scott Grissom, Grand Valley State University
• Tom Naps, University of Wisconsin - Oshkosh

3
The Effective Use of Visualizations to Enhance
Learning

• Scott Grissom, Grand Valley State University
• Tom Naps, University of Wisconsin - Oshkosh

4
Overview

• ITiCSE 2000 Survey Results
• ITiCSE 2002 Working Group
• A Few Demos
• Results
• Plans for the Future

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2000 Survey Results

• 91 responses, 21 countries
• 92 use static visualizations at least weekly
• 33 use dynamic visualizations at least weekly
• Many faculty noted the amount of time required to
  use visualizations

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Working Group Findings

• Six Levels of Enagement
• none
• passive viewing
• active responses
• manipulation
• constructing
• presenting

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A Few Demos
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Winter 2001 Study

• Two sections studied Quicksort on their own
  outside of class using the JHAVE visualization
  framework
• Extended Use group used the tool throughout the
  semester including an online quiz about Quicksort
• Limited Use group used the tool only to study
  quicksort

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Dependent Variables

• final exam questions
• How well did the tool help you learn?
• poor (1) - excellent (5)
• Describe your experience using the tool
• very difficult (1) - very easy (5)

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Extended Use Students

• scored higher on the final exam questions (17.2
  vs 9.6)
• rated the learning effectiveness higher (3.9 vs
  2.1)
• rated the usability higher (3.7 vs 2.3)

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Therefore.

• Students receive more benefits from a
  visualization after spending more time with it.

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Winter 2002

• We compared None, Passive Viewing and Active
  Response.
• Active Response group showed significant
  improvement in a post-test compared to the None
  group

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Fall 2002

• We are comparing Manipulation with Manipulation /
  Constructing

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Conclusions

• Simply showing a passive visualization in lecture
  may not be very effective
• Integrate the tool into the course to be more
  effective
• Encourage students to use the tool on a regular
  and meaningful basis

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Whats Next?

• NSF CCLI - EMD grant
• Continue empirical studies
• Focus on how to use visualizations
• Develop plug and play resources
• printed study guides
• interactive visualizations
• online quiz facilities