A visualisation approach to learning the concept of recursion

This study investigated how a schematic-based visualisation approach implem ented in an electronic learning environment facilitated the learning of the complex programming concept. The semantic-based visualisation approach app lied Visualcode Rules and utilised various pictorial notations modeling the execution of recursive procedures. Zn this study, 38 college students stud ied the Scheme language and its recursive procedures in three different con ditions. The three conditions were (a) the VisualScheme environment in whic h schematic-based pictorial notations (e.g. coloured icons and environment trees) were employed to help learners trace intermediate steps of executing procedures; (b) an Internet learning environment in which an ordered seque nce of static pictorial notations provide a snap shot and illuminate execut ion of recursive procedures; (c) an Internet learning environment in which on-line source codes were annotated with detailed textual information. Resu lts of the study indicated schematic-based pictorial notations helped stude nts to form a better conceptual framework for learning the concept of recur sion. It is suggested that the design of an electronic learning environment may appropriately apply meaningful pictorial information to help students learn complex programming concepts.