Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Abstract

AbstractBackgroundThis study is the first to address the topic of schematic versus realistic dynamic visualization with particular focus on the human movement effect (HME) when the content to be learned takes the form of a computer algorithm. An AlgoRythmics dance choreography illustration (HM‐realistic) was compared with an abstract computer animation (schematic). Previous research in the field of dynamic visualizations found schematic illustrations to be more effective, but the examined realistic representations did not include HME.ObjectivesThe objective of this study was to explore the process of comprehension of computer algorithms from these two types of representations (abstract animation vs. dance choreography illustration).MethodsThe experiment (pre‐test, study phase, post‐test) involved 84 undergraduate students and included the following conditions (2 × 2 between‐participants‐design): HM‐realistic → HM‐realistic, schematic → schematic, HM‐realistic → schematic, schematic → HM‐realistic.Results and ConclusionsThe results reveal that: (i) the group of participants who saw the dance choreography twice outperformed those who saw the computer animation twice; (ii) dance choreography illustration is only beneficial if it is presented as the second visualization. These findings are apparently contrary to the conclusions of some relevant previous research in the field, but they are in line with recent results regarding the HME.TakeawaysRealistic dynamic visualizations can be more effective than schematic ones if they involve human movement. To benefit maximally from realistic visualization, students need to have previously viewed it or to have previously viewed the isomorphic schematic presentation of it.