Students' long-term engagement with the visualization tool VIP
Essi Isohanni, Maria Knobelsdorf · 2011
We investigate how students voluntarily and regularly engage with the program visualization tool VIP in a three-month programming course. For the study presented in this paper, we collected and analyzed students' log files of their VIP sessions outside class to reconstruct their activities with the tool using a grounded theory approach. From the data, we developed four phases that describe students' long-term engagement with VIP.