research-article

Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning

Authors:

Roman Bednarik,

Mordechai Ben-AriAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 9, Issue 1

Article No.: 7, Pages 1 - 27

https://doi.org/10.1145/1513593.1513600

Published: 01 March 2009 Publication History

Abstract

As collaborative learning in general, and pair programming in particular, has become widely adopted in computer science education, so has the use of pedagogical visualization tools for facilitating collaboration. However, there is little theory on collaborative learning with visualization, and few studies on their effect on each other. We build on the concept of the engagement taxonomy and extend it to classify finer variations in the engagement that result from the use of a visualization tool. We analyze the applicability of the taxonomy to the description of the differences in the collaboration process when visualization is used. Our hypothesis is that increasing the level of engagement between learners and the visualization tool results in a higher positive impact of the visualization on the collaboration process. This article describes an empirical investigation designed to test the hypothesis. The results provide support for our extended engagement taxonomy and hypothesis by showing that the collaborative activities of the students and the engagement levels are correlated.

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Index Terms

Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 9, Issue 1

March 2009

167 pages

EISSN:1946-6226

DOI:10.1145/1513593

Issue’s Table of Contents

Copyright © 2009 ACM.

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Publication History

Published: 01 March 2009

Accepted: 01 November 2008

Revised: 01 September 2008

Received: 01 January 2008

Published in TOCE Volume 9, Issue 1

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