Animations and simulations: Learning and practice of algorithmic

Abstract

We try to show in this paper that animations and simulations are often presented as how learning tools, even though all the animations are not really able to fulfill this role. We define what a graphic animation and simulation to show that, in education systems, they should only be used if they have something to do with: the material to learn the process of learning and / or characteristics of the learner, thus leaving aside the animations used solely for marketing purposes. We then present and discuss a simple but pedagogically relevant simulation included a help system to learn and practice algorithms. Finally, we propose a guideline establishing general relationships between types of learning activities, types of knowledge implemented and the types of animations and simulations. © 2011 Springer-Verlag Berlin Heidelberg.