The effective use of quicksort visualizations in the classroom

Abstract

We first draw the distinction between two instructional modes of using algorithm visualization (AV). The first of these is to have students construct their own visualizations. The second is to have students view an algorithm animation created by an expert. We then describe an experiment designed to test whether AV can be an effective learning tool in this second mode of use. To encourage the student's active engagement with the visualization, the AV system we used required that students interactively predict the actions that the depiction of the algorithm would portray. Two groups used the system, along with their textbook, to study quick sort. The difference between the groups was that one group used the system only for studying one particular algorithm. The other group had AV integrated more thoroughly into their entire course. We found that the latter group performed significantly better.