Educational Impact of Syntax Directed Translation Visualization, a Preliminary Study

Damián Nicolalde-Rodríguez & Jaime Urquiza-Fuentes. 2018. 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), Lisbon, Portugal, 1 - 4 October 2018.

Abstract: This work studies the effect of using software visualization to teach syntax directed translation, a complex topic within compiler subjects. A trial was conducted with 34 students using LISA as the visualization tool. It was divided in two phases. Firstly, student’s experience during compilers construction labs was studied, comparing LISA versus CUP. All participants used both tools and answered a questionnaire. LISA was scored as more motivational and easier to use. Moreover, key theoretical concepts were better identified with LISA. Secondly, a typical lecture (control group) was compared against a lecture using LISA (treatment group). Students were randomly distributed between both groups and answered a knowledge test following the lectures. Results showed that the treatment group significantly outperformed the control group. However, areas for improvement have been detected even in the treatment group. These improvements could be addressed by enhancing the visualization tool with features to increase student engagement..

A Novel Group Engagement Score for Virtual Learning Environments

Jorge Castellanos, Pablo A. Haya , Jaime Urquiza-Fuentes. 2017. IEEE Transactions on Learning Technologies ( Volume: 10, Issue: 3, July-Sept. 1 2017 ), pp 306-317

Abstract: STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase student's engagement through reflective processes that embrace video film-making, and subsequent on-line discussion and evaluation of those videos. We propose a group engagement score that takes into account both individual activity and similarity of participation, thus allowing corrective actions to be taken when unengaged students or groups are identified. We tested these ideas using our own social learning platform that combines the principal features of Social Networks with tools that facilitate collaborative learning design. This platform stimulates students' learning by means of two main reflective processes: participatory production and peer-review. We evaluated this platform and the learning approach it supports in an Object Oriented Programming course and identified interesting differences between group engagement and video ratings. Our principal conclusion is that greater teacher and student awareness of the ongoing activities and group engagement are needed.

Student activity and profile datasets from an online video-based collaborative learning experience

Estefanía Martín, Manuel Gértrudix, Jaime Urquiza-Fuentes and Pablo A. Haya. 2015. British Journal of Educational Technology, 46(5), pag 1467-8535. doi:10.1111/bjet.12318

Abstract: This paper describes two datasets extracted from a video-based educational experience using a social and collaborative platform. The length of the trial was 3 months. It involved 111 students from two different courses. Twenty-nine came from Computer Engineering (CE) course and 82 from Media and Communication (M&C) course. They were organised into nine interdisciplinary groups. Each group included three or four CE students and eight or nine M&C students. An additional group filmed the making of. This group has only M&C students. Four teachers supervised the trial. The total number of meaningful events was 2984.

Engaging students in creative learning tasks with social networks and video-based learning

Jaime Urquiza-Fuentes, Isidoro Hernán, Estefanía Martín. 2014. 2014 IEEE Frontiers in Education Conference Proceedings, pp 1364-1371, Madrid, Spain, 22 - 25 October 2014.

Abstract: Video-based learning is a widely used approach for teaching. This paper investigates how this approach could be improved with other well known methodology: computer supported collaborative learning (CSCL). The integration of both approaches results in a creative and engaging educational activity, collaborative film-making. This task is supported by a platform developed as a social network. During the design of the platform, opinions of teachers and students were taken into account. Both, teachers and students, agreed that this approach helps students to understand threshold concepts. In addition, students identified useful facilities in the platform like group private workspaces or commenting tools. Students’ satisfaction was high, in fact they recommend the use of this approach in more subjects.

¡Estudiantes creativos! Creación de vídeos educativos en redes sociales educativas

Estefanía Martín, Manuel Gértrudix, Jaime Urquiza-Fuentes, Pablo A. Haya, Isidoro Hernán-Losada, Jorge J. Castellanos. En Hernández, J. y Martín, E. (Eds.). Pedagogía audiovisual: Monográfico de experiencias docentes multimedia (2014), 53-65, Madrid, Universidad Rey Juan Carlos.

Abstract: Este capítulo se centra en un proceso reflexivo de creación de vídeos educativos donde los alumnos son los autores de los mismos. La metodología de trabajo se centra en trabajar un concepto umbral en formato audiovisual y discutirlo con los propios compañeros a través de una red social educativa. Tanto la creación del vídeo como el proceso de discusión aportan un aprendizaje significativo al alumno quien toma un rol totalmente activo en su proceso de aprendizaje. Con el objetivo de ilustrar el proceso completo se han incluido distintos vídeos creados por alumnos de diferentes asignaturas así como imágenes correspondientes al proceso de discusión y reflexión que se lleva a cabo en la plataforma y donde gracias a la revisión por pares supervisada por el profesor, los alumnos van aprendiendo de sus compañeros en un entorno activo y colaborativo seguro.

ClipIt: Supporting Social Reflective Learning through Student-Made Educational Videos

Pablo Llinás, Pablo A. Haya, Miguel A. Gutiérrez, Estefanía Martín, Jorge Castellanos, Isidoro Hernán, Jaime Urquiza-Fuentes. 2014. Proceedings of 9th European Conference on Technology Enhanced Learning (EC-TEL 2014). Rensing, C., De Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) Open Learning and Teaching in Educational Communities, LNCS vol. 8719, pp 502-505, Graz, Austria, 16 - 19 September 2014.

Best demo award: 3rd position
Abstarct: ClipIt is an online social learning platform focused on reflective learning using videos created by students. ClipIt does not follow a fixed methodology, nor is classroom based or teacher-led. Instead it responds to the online distance education paradigm, promoting both social and collaborative interaction and inducing to follow activity steps with subtle guidance which allows for maximum flexibility for the teacher. This paper presents the ClipIt platform and supporting a student-driven reflective learning process, specially focusing on social and collaborative interaction.

On developing an active social learning video-based platform: goals and achievements

Pablo Alfonso Haya, Pablo Llinás, Estefania Martin, Miguel Ángel Gutierrez, Jorge Castellanos, Isidoro Hernán, Jaime Urquiza-Fuentes, Nils Malzahn, Oliver Daems and Heinz Ulrich Hoppe. In Learning Through Video Creation and Sharing Workshop (paper 9). Graz, Austria, September 17, 2014.

Abstract: This position paper is framed within JuxtaLearn project. We present our approach on active social learning that relies on supporting reflective video based activities. We summarize ClipIt, a social learning platform that stimulates student-to-student interactions using an online web-based platform where learners reflect on videos and related material (storyboards, comments, ratings…) posted by other students. This paper summarises ClipIt’s design goals, our current achievements and future challenges that have not been accomplished yet, and are open to discussion.

Increasing Adoption of Smart Learning Content for Computer Science Education

Peter Brusilovsky, Stephen Edwards, Amruth Kumar, Lauri Malmi, Luciana Benotti, Duane Buck, Petri Ihantola, Rikki Prince, Teemu Sirkiä, Sergey Sosnovsky, Jaime Urquiza-Fuentes, Arto Vihavainen, Michael Wollowski. Working groups reports at ACM ITiCSE - Innovation and Technology in Computer Science Education Conference 2014.

Abstract: Computer science educators are increasingly using interactive learning content to enrich and enhance the pedagogy of their courses. A plethora of such learning content, specifically designed for computer science education, such as visualization, simulation, and web-based environments for learning programming, are now available for various courses. We call such content smart learning content. However, such learning content is seldom used outside its host site despite the benefits it could offer to learners everywhere. In this paper, we investigate the factors that impede dissemination of such content among the wider computer science education community. To accomplish this we surveyed educators, existing tools and recent research literature to identify the current state of the art and analyzed the characteristics of a large number of smart learning content examples along canonical dimensions. In our analysis we focused on examining the technical issues that must be resolved to support finding, integrating and customizing smart learning content in computer science courses. Finally, we propose a new architecture for hosting, integrating and disseminating smart learning content and discuss how it could be implemented based on existing protocols and standards.

Improving Students’ Performance with Visualization of Error Recovery Strategies in Syntax Analysis

J. Urquiza-Fuentes, F.J. Almeida-Martínez, A. Pérez-Carrasco, J.Á. Velázquez-Iturbide. Journal of Research and Practice in Information Technology, Vol. 45, No. 3/4, August 2013, Pages 237-250

Abstract. Visualization technologies can be used to enhance teaching materials. This work is focused on a complex aspect of syntax analysis, syntax error recovery strategies. Compiler visualization is not a new research field, but the authors have not found any visualization tool dealing with this topic. We have enhanced a parser visualization tool called VAST to produce educational visualizations regarding syntax error recovery strategies. We have evaluated the enhanced version of VAST and its visualizations about syntax error recovery strategies. We have detected that students who used the enhanced tool improved their performance developing syntax specifications with error recovery. Consequently, these students significantly improved their learning outcomes regarding error recovery exercises.

Towards the Effective Use of Educational Program Animations: the Roles of Student's Engagement and Topic Complexity

J. Urquiza-Fuentes, J.Á. Velázquez-Iturbide. Computers & Education, 67, September 2013, Pages 178-192

Abstract. Programming is one of the most complex subjects in computer science degrees. Program visualization is one of the approaches adopted to make programming concepts more accessible to students. In this work we study the educational impact of an active and highly engaging approach, namely the construction of program animations by students. We systematically compared this approach with two instructional scenarios, based on viewing animations and on the traditional instruction without systematic use of animations. A general conclusion of this work is that animations actually improve learning in terms of some educational aspects: short-term and long-term knowledge acquisition, and drop-out rates. Short-term improvements depend on the complexity level of the topic: while there is no impact for simple topics, there is a learning improvement in complex topics using the viewing and constructing approaches, and there is a learning improvement for highly complex topics using the viewing approach. In the long-term, drop-out rates were significantly decreased for students involved in the two most engaging approaches. In addition, both animation viewing and animation construction improved students' passing-rate in the term exam. Nevertheless, we were unable to prove in the long term that students involved in construction tasks yielded higher grades than those involved in viewing tasks.

Improving Compilers Education through Symbol Tables Animations

J. Urquiza-Fuentes, F. Manso, J.Á. Velázquez-Iturbide, M. Rubio-Sánchez. 16th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE) 2011, Pages 203-207
Abstract. This paper presents the evaluation of an educational tool focused on the visualization of the symbol table in the context of a compiler course. In a first evaluation we used simulation exercises and tested basic concepts of symbol tables. We detected efficiency improvements, students who used the tool completed the exercises with the same grading and significantly faster than the students who did not use the tool. In addition students' opinion was positive. In a second evaluation we used more active tasks, and tested students' skills on writing parser specifications regarding symbol table management. We have detected significant improvements. Students who used the tool outperformed those who did not use the tool in a 22%.

Syntax Trees Visualization in Language Processing Courses

F.J. Almeida-Martínez, J. Urquiza-Fuentes. Ninth IEEE International Conference on Advanced Learning Technologies (ICALT) 2009, Pages 597-601

Abstract. This paper describes the educational tool VAST. We designed VAST to be used in compiler and language processing courses. The current version allows generating and visualizing syntax trees and their construction process. The main advantages of VAST follow: it is designed to be as independent from the parser generator as possible, it allows students to visualize the behaviour of parsers they develop, and it has an interface designed to easily handle huge syntax trees. We describe different ways of using VAST in educational settings as well as a usability evaluation.

A Survey of Successful Evaluations of Program Visualization and Algorithm Animation Systems

J. Urquiza-Fuentes, J.Á. Velázquez-Iturbide. Trans. Comput. Educ. 9(2), June 2009, Pages 1-21

Abstract. This article reviews successful educational experiences in using program and algorithm visualizations (PAVs). First, we survey a total of 18 PAV systems that were subject to 33 evaluations. We found that half of the systems have only been tested for usability, and those were shallow inspections. The rest were evaluated with respect to their educational effectiveness. Script-based systems seem to be well suited for the viewing, responding, and changing engagement levels, while compiler-based systems do well for the construction and presenting engagement levels. Finally, we analyze additional PAV features of successful evaluations and hypothesize that they are relevant.

Visualization of Syntax Trees for Language Processing Courses

F.J. Almeida-Martínez, J. Urquiza-Fuentes, J.Á. Velázquez-Iturbide. Journal of Universal Computer Science 15(7), 2009, Pages 1546-1561 

Abstract. This article describes the educational tool VAST. We designed VAST to be used in compiler and language processing courses. The current version allows generat- ing and visualizing syntax trees and their construction process. The main advantages of VAST follow: it is designed to be as independent from the parser generator as possible, it allows students to visualize the behavior of parsers they develop, and it has an inter- face designed to easily handle huge syntax trees. Finally, we describe two satisfactory preliminary evaluations from the usability and educational points of view.

An approach to effortless construction of program animations

J.A. Velázquez-Iturbide and C. Pareja-Flores and J. Urquiza-Fuentes. Computers & Education 50(1), January 2008, Pages 179-192

Abstract. Program animation systems have not been as widely adopted by computer science educators as we might expect from the firm belief that they can help in enhancing computer science education. One of the most notable obstacles to their adoption is the considerable effort that the production of program animations represents for the instructor. We present here an approach to reduce such a workload based on the automatic generation of visualizations and animations. The user may customize them in a user-friendly way to construct more expressive program animations. These operations are carried out by means of a user-friendly manipulation based on the metaphor of office documents. We have applied this approach to the functional paradigm by extending the WinHIPE programming environment. Finally, we report on the successful results of an evaluation performed to measure its ease of use.

A Framework for the Automatic Generation of Algorithm Animations Based on Design Techniques

L. Fernández-Muñoz, A. Pérez-Carrasco, J.Á. Velázquez-Iturbide, J. Urquiza-Fuentes. In Second European Conference on Technology Enhanced Learning (EC-TEL), 2007, Pages 475-480.

Abstract. A novel approach to algorithm animation consists in displaying algorithms based on their design technique. In this paper, we describe a framework to generate these animations without effort from the instructor. We describe a preprocessing phase that modifies the source code of the algorithm to visualize. When the transformed code is executed, a trace is stored and then used to generate an animation. We also describe the architecture of the animation subsystem. Finally, we outline the main features of SRec, a system that we have built to illustrate the feasibility of this approach. It is aimed at visualizing multiple views of recursion, namely traces, the control stack and activation trees.

Assessing the Usability of a Cookies-Based Access Monitoring Tool for a CMS

R. Hijón-Neira, J. Urquiza-Fuentes, F. Domínguez-Mateos, J.Á. Velázquez-Iturbide. In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT) 2007, Pages 262-264

Abstract. We have developed several tools to allow instructors analyze students' interactions in a Course Management System. In this paper we describe a Systematic Usability Evaluation designed to test the usability of one of these tools. The evaluations were based on task analysis and follow-up studies. We have assessed effectiveness, efficiency, usefulness, ease of use, learnability, and user's satisfaction of the tool. In addition to regular observation and questionnaires, 3- scope video recording was used to provide the evaluator with more information about interactions. The use of this technology helped us in identifying functions and features that need improvement. We describe the three-step method that we have developed and the satisfactory results it has provided us.

An Evaluation of the Effortless Approach to Build Algorithm Animations with WinHIPE

J. Urquiza-Fuentes, J.Á. Velázquez-Iturbide. Electr. Notes Theor. Comput. Sci. 178, 2007, Pages 3-13 

Abstract. The use of algorithm visualizations in computer science education is not a new thing. Although there is a firm belief that graphical representations of algorithms are learning aids, empirical studies show that what is important is what the students do with the animations rather than what they see in them. In this paper we compare to kinds of interaction: viewing animations vs constructing animations. We have conducted a controlled experiment where a group of students (n=15) had to study an algorithm and complete a knowledge test about it and a subjective opinion questionnaire. Students were randomly divided in constructing and viewing groups. Results have been measured by means of learning outcomes, efficiency issues and student's subjective opinion. Results significantly evidence that builders obtained better results than viewers.

An Approach to the Use and Automatic Generation of Web-Based Learning Materials

V. Fresno-Fernández, S. Montalvo-Herranz, J. Pérez-Iglesias, J. Urquiza-Fuentes, and J.A. Veázquez-Iturbide. Advances in Web-Based Learning – ICWL 2004, LNCS Volume 3143, 2004, pp 201-208

This paper presents an approach to automatic generation and use of web-based learning materials (WLMs). It is made up of three phases: contents creation, division and browsing. Using XML in the creation phase, the independence between contents and their presentation, in addition to contents reusing, is achieved. The splitting phase is a automatical process and its output can be used in several WLMs. In the browsing phase two interfaces are implemented, an user-adaptative and a non-adaptative interface. The main features of our approach enables users to create learning content without a proof technical knowledge and e®ectivelly navigate the material to their needs.

Program Visualization for the Functional Paradigm

J. Urquiza-Fuentes and J.A. Velázquez-Iturbide
Proceedings of the Third Program Visualization Workshop, PVW 2004, pp 2-9.
University of Warwick, Coventry, UK, July 1-2, 2004