Learner interaction with algorithm visualizations: viewing vs. changing vs. constructing

Studies on the pedagogical value of algorithm visualizations have suggested that the level of learner engagement plays a crucial role for the learning outcome. We report on an evaluation carried out within a common research framework in order to compare the effects of three different levels of student interaction with visualizations, ranging from simply viewing animations to constructing visualizations from smaller algorithmic building blocks. The hypothesis that an increasing level of engagement leads to significantly better learning was not substantiated by the test results, which might be due to the influence of the accompanying lectures on the results. Suggestions for the design of future evaluations are given to better control such effects.