Toward effective algorithm visualization artifacts: designing for participation and negotiation in an undergraduate algorithms course

Despite their intuitive appeal, computer-based algorithm visuahzation (AV) artifacts have failed to enter mainstream computer science education. I argue that past research into the design, evaluation, and pedagogical use of AV artifacts has been guided by an underlying theory of effectiveness that is fundamentally deficient. Inspired by an alternative pedagogy in which students construct their own AVs, and by recent research into the situated nature of communication and learning, my dissertation develops an alternative theory that stresses the value of AV artitacts both in facilitating students’ participation in the Community of Algorithmaticians, and in providing students and instructors with resources for negotiating a shared understanding of algorithms.