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Table 17.2: Qualitatively different ways of perceiving what it means to learn through visual program simulation
Act of Learning (what it is to learn) Why of Learning (a.k.a. indirect object)
Categ. Internal horizon External horizon Referential aspect Internal horizon External horizon Referential aspect
(parts involved and their relationships) (backdrop) (to learn through VPS is to
do what)
Program code, visual elements, operations on the
visual elements, rules set by the VPS system.
Vague relationships between these components.
Visual elements exist to be manipulated. The
student’s role is to read code and perform these
manipulations.
As above. Additionally: The internal horizon
encompasses the implementation of the
programming language within the computer, and
related concepts such as memory and control flow.
The visualization is seen as a representation of
what the computer does. The student’s role is to
simulate the behavior of a computer during a
program’s execution.
As in Category B. Additionally, emphasis is placed
on execution order and how the student’s role is to
use the visual elements to indicate what the actual
execution order is.
As in Category A. Additionally, the student’s role is
to study given example code.
As in Category D. Additionally: The visualization is
perceived to be an educational representation of a
program: what the code consists of and what
entities are present in the program. The student’s
role is to study a given example and to use the
visual elements to produce an illustration of how its
parts connect.
As in all the categories above. Additionally,
under-the-hood implementation concepts and
programming are perceived as being related to each
other, and simulating the computer’s behavior is
perceived to be relevant to learning to program.
Coursework and
the VPS system.
To learn to perform
manipulations on graphics as
per system rules.
As above. To learn, by taking the
computer’s role,
‘under-the-hood’ knowledge
about how a computer works
as it executes programs.
As above. As in Category B, and
especially to develop a new
perspective on programs that
highlights the order in which
programs are executed.
As above. As in Category A.
Additionally, to memorize
commands and patterns
present in example code.
As above. As in Category D, and
additionally to learn to
understand programming
concepts present in example
code.
As above. As in all the categories
above, and additionally to
learn to program better by
understanding how
computers execute programs.
(motivating
situations)
(backdrop) (what is the use of
the learning)
VPS assignments. Coursework. To fulfill assignment
requirements and
gain points.
VPS assignments,
and possibly other
situations where
under-the-hood
concepts are useful.
Primarily
coursework.
As in Category B. Primarily
coursework.
VPS assignments and
other programming
situations.
Contexts in which
one programs
(e.g.,
coursework).
As above, and to
have under-the-hood
knowledge about
programming.
As in Category B.
As in Category A,
and additionally to
be better at writing
programs.
As in Category D. As in Category D. As in Category D.
As in Category D. As in Category D. As in all the
categories above,
and additionally to
be better at
understanding
programs.
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