Empirically Evaluating the Use of Animations to Teach Algorithms
Lawrence, Andrea Williams
Stasko, John T.
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As algorithm animation systems become more widely available and easy to use, instructors must decide whether to utilize these systems to assist their teaching. Although these systems have generated excitement and interest in both teachers and students, little empirical evidence exists to promote their use. This article describes a study involving the use of algorithm animations in classroom and laboratory settings. Results indicated that allowing students to create their own examples in a laboratory session led to higher accuracy on the post-test examination of understanding of the algorithm as compared to students who viewed prepared examples or no laboratory examples.