isbn9789526046266

Abstract
Aalto University, P.O. Box 11000, FI-00076 Aalto www.aalto.fi
Author
Juha Sorva
Name of the doctoral dissertation
Visual Program Simulation in Introductory Programming Education
Publisher School of Science
Unit Department of Computer Science and Engineering
Series Aalto University publication series DOCTORAL DISSERTATIONS 61/2012
Field of research Computing Education Research
Manuscript submitted 27 February 2012 Manuscript revised 25 April 2012
Date of the defence 30 May 2012
Monograph
Language English
Article dissertation (summary + original articles)
Abstract
This thesis formulates and evaluates a pedagogical technique whose goal is to help beginners
learn the basics of computer programming. The technique, visual program simulation (VPS),
involves the learner in interactive simulations in which the learner takes on the role of the
computer as the executor of a program. The student uses a given visualization of a so-called
notional machine, an abstract computer, to illustrate what happens in memory as the computer
processes the program. The purpose of these simulations is to help the beginner learn to reason
about program execution, a skill whose development has been identified as a major challenge
in introductory programming education. VPS promotes effective learning by seeking to
cognitively engage the learner with a visualization. It can be made practical through
visualization software. VPS software may also automatically assess students' simulations and
provide personal feedback, which is a valuable asset especially in the large classes that are
typical of introductory courses.
The thesis contributes to VPS in four ways. First, it formulates the concept of visual program
simulation and outlines its underpinnings in terms of learning theory. Second, it presents a new
software prototype that facilitates the use of VPS in practice. Third, it reports on a preliminary
empirical evaluation of VPS and the software in the context of an introductory programming
course. Fourth, it makes recommendations on the use of VPS in teaching and the further
development of VPS tools, which arise from the empirical work.
The findings from a mixed-methods evaluation of VPS suggest that it is a promising
pedagogical approach that helps many students learn programming. At the same time, the
evaluation highlights certain important weaknesses. The purpose of VPS is not obvious to
many students. Care must be taken to ensure that students develop a rich understanding of
what VPS is and what they stand to gain from it. For best results, it is recommended that VPS
be tightly integrated into the teaching and learning environment. The results from a controlled
experiment further indicate that the short-term learning benefits of a VPS assignment are
heavily dependent on which interactions the assignment demands from students. This implies
that extreme care must be taken in the design of VPS systems and specific assignments so that
required user interactions are aligned with intended learning goals.
On a more general level, the thesis serves as an example of educational tool development that
is grounded in learning theory and informed by empirical evaluations. A fairly broad review of
the literature on learning and teaching introductory programming is also contributed.
Keywords visual program simulation, introductory programming education, novice
programmers, program visualization, interactive visualization for education
ISBN (printed) 978-952-60-4625-9 ISBN (pdf) 978-952-60-4626-6
ISSN-L 1799-4934 ISSN (printed) 1799-4934 ISSN (pdf) 1799-4942
Location of publisher Espoo Location of printing Helsinki Year 2012
Pages 428
The dissertation can be read at http://lib.tkk.fi/Diss/