Animation and automatic evaluation in supporting the teaching of programming
Paula Correia Tavares, Elsa Ferreira Gomes, Pedro Rangel Henriques · 2015
Learning programming is a complex task that poses significant challenges. Students face different kinds of difficulties at complex levels that traditional teaching/learning methods are nor able to cope with. For this reason, several authors have researched the pedagogical effectiveness of program visualization and animation, and developed some tools. Animation can help students on the analysis and understanding of given programs, and can also guide on the development of new ones. It is very important to give students the opportunity to practice solving programming exercises by themselves. Receiving feedback is essential for knowledge acquisition. New tools arose (especially in the area of programming contests) to allow for the submission of solutions (programs developed by the students) to the problem statements presented by the teacher and to assess them, returning immediately information about the submitted answer. These tools can be incorporated into teaching activities, allowing students to test their work getting immediate feedback. Automatic evaluation systems significantly improve students performance. In this article are shown these two approaches, animation and automatic assessment, and proposed a new pedagogical practice resulting from the combination of both.