How undergraduate students' learning strategy and culture effects algorithm animation use and interpretation
Teresa Hübscher-Younger, N. Hari Narayanan · 2002
Algorithm animation systems have not met the initial promise they seemed to hold for teaching algorithms to undergraduate computer science students. A qualitative study of algorithm learning strategies of students and a usability study of a hypermedia algorithm animation system led to the conclusion that current algorithm animations may actually do more to hinder than help undergraduates develop a solid understanding of the algorithm, because of their learning strategies. Students relied on a single representation of an algorithm, misinterpreted the limitations and specifics of that representation, avoided using outside media sources and worked primarily within groups to understand algorithms. Thus, algorithm animation may have limited usefulness for this population. Therefore, to discourage students from relying on a single representation and to encourage them to be more self-directed and engaged learners, we have students create, share and collectively interpret their own algorithm representations.