Rethinking the evaluation of algorithm animations as learning aids: an observational study

One important aspect of creating computer programs is having a sound unders tanding of the underlying algorithms used by programs. Learning about algor ithms, just like learning to program, is difficult, however. A number of pr ior studies have found that using animation to help teach algorithms had le ss beneficial effects on learning than hoped. Those results surprise many c omputer science instructors whose intuition leads them to believe that algo rithm animations should assist instruction. This article reports on a study in which animation is utilized in more of a "homework" learning scenario r ather than a "final exam" scenario. Our focus is on understanding how learn ers will utilize animation and other instructional materials in trying to u nderstand a new algorithm, and on gaining insight into how animations can f it into successful learning strategies. The study indicates that students u se sophisticated combinations of instructional materials in learning scenar ios. In particular, the presence of algorithm animations seems to make a co mplicated algorithm more accessible and less intimidating, thus leading to enhanced student interaction with the materials and facilitating learning. (C) 2001 Academic Press.