Development and Assessment of Leaming Materials fbr Computer Prograrnming Focusing on "Visual Manifestation"* '

coneepts. 2.2, [1inderstanding the Concqpt of "PZsual Mandestation" The authors consider that it is important to Japan Society for Educational Technology NII-Electronic Library Service apanSociety olEducational echnology Development and Assessment of Learning Materials for Computer Programming Fecusing on "Visual Manifestation" clarify the relationships between program code and its behavior for learners of computer programming using experience learning. In particular, we believe that visually "manifesting" execution as output has a beneficial effect on learning. For this reason, we use the term "visual manifestation" rather than simply "visualization. " Learners must not only observe code execution as a physieal phenomenon, but also be aware of what is happening. That is, they should be able not only to "see" the behavior of code, but to recognize it easily. Visual manifestation includes the fo11owing: 1) visual representation of size or speed, 2) recognition and distinguishing of other visual elements, 3) execution of the behavior in program code that learners can easily predict and the use of devices that can be expected actors . of visibility, and 4) visual recognition that the learner is separated or distinguished from the operation based on other program code, In this paper, we call these criteria the "conditions of visual manifestation. " In summary, they are "visualization," "easy discrimination," "predictability," and "separation" (see Table 1), We define manifestation" in learning materials for computer programming based on these four aspects, 3. DESIGNOFTHECOURSEMATERIALSAND CURRICULUM 3.I. Policy ofthe Course Materials We designed a programming curriculum that focuses on visual manifestation, taking into 53 consideration that "multiple and varied examples, and instructions to compare examples, appear to enhance schema abstraction" (Catrambone and Holyoak 1989) and that principles of transfetrappropriate training are relevant to analogical transfer as well as to transfer in simple insight problems (Needham and Begg 1991). We established the fo11owing three basic policies. (1) Check the status manifestation visually (as shown in Table 1). (2) Show multiple examples, (3) Allot time for the students to apply the examples on their own. 3.2. Designoj'the]4icrocomputerBoand For predictability to be achieved in visual manifestation, it is necessary fbr the Iearner to already know the characteristics and locatlon of the program output. To this end, the area where the output will be displayed on the monitor display should be clearly specified, and the output content should be outlined in the textbook, or the microcomputer board should use an external output device model such as a robot that is familiar to the students or another motor vehicle. There are several possible methods of implementation. Because fans are a well-known, common item, we chose a fan as the external output device of the microcomputer board to realize predictability. Then, to achieve easy discrimination, we tried to simplify the operation of eaeh device and limited their number to fbur. The fan-type microcomputer board was adapted with an H8 mieroprocessor. The microcomputer Tablel.Visual manifestation in computer programming learning VisualizationDisplaywassmall;operation w sperformed instantaneously. 1)Visualcontactwithsizeor speed,{visibility) Enlargethedisplay;perform eperationsatavisible