Pedagogic aspects of algorithm animation
Judith S. Gurka, Wayne V. Citrin · 1996
Algorithm animation is but one of many attempts to use technology to improve learning. After early development and implementation, there are now powerful, easy-to-use animation systems in many classrooms, being employed in many ways. As research attention has shifted to demonstrating the assumed effectiveness of these applications, disappointing results have emerged. In spite of high expectations on all sides, experimental results have been mostly doubtful, suggesting that either algorithm animation is not very advantageous for students, or experimenters and instructors have not yet determined the correct mix of factors to optimize animation's potential. An analysis of previous work shows that experimental design problems were often substantially responsible for the negative results; this differs from a premature conclusion that algorithm animation is not an effective classroom tool. In addition to these experimental concerns, there are also a series of pedagogic issues and problems that must be considered when designing, performing, and reviewing experiments. These educational questions have often been secondary. This research combines past results and new experiments to provide a framework that codifies these experimental and pedagogic issues, for both the future experimenter and the classroom instructor using animation. Application of this framework will produce improved experiments that focus more closely on the effectiveness of algorithm animation, it will assist in comparing results across different experiments, and it will guide classroom use.