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Python Tutor: Philip Guo (2013)

Python Tutor is a popular program visualization tool that allows users to visualize the execution and data structures of Python programs in an interactive web interface. It has achieved widespread use in computer science education by making programming concepts more tangible and linked. Program visualization has been an area of research for decades with the goal of improving pedagogy. While most systems aim for generic representations, the document suggests allowing for specialized visual designs created by programmers.

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Aaron Rodriguez
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53 views

Python Tutor: Philip Guo (2013)

Python Tutor is a popular program visualization tool that allows users to visualize the execution and data structures of Python programs in an interactive web interface. It has achieved widespread use in computer science education by making programming concepts more tangible and linked. Program visualization has been an area of research for decades with the goal of improving pedagogy. While most systems aim for generic representations, the document suggests allowing for specialized visual designs created by programmers.

Uploaded by

Aaron Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Python Tutor

Philip Guo (2013)

Visualizes the data structures and execution of programs. Runs on the web, is embeddable, and
has achieved a degree of widespread use.

This project points to ways in which


software description, data, and behavior,
can be represented and made tangible as
deeply and vivaciously interlinked
representations.

Python Tutor is a popular example of a multi-decade endeavor in computer science: program


visualization system for pedagogic ends. It also overlaps with another effort called software
visualization. Even the Atari 2600 had a BASIC cartridge exhibiting such characteristics, made
by Warren Robinett, the creator of Adventure (2600) and Rocky’s Boots (Apple II).

Some observations I pulled from surveys by Sorva and others (see references below):
• User motivation and engagement is critical. Sorva et al. (2013) argues that a constructionist
orientation is desirable: learners are “makers who want to build things,” which “can be
harnessed for better learning.”
• Level of abstraction of representation is an important choice. Are algorithms or program
execution represented? Abstractions chosen reflect the aims of the system builders.
• Emphasis tends to be on generic representations. What if, instead, we allowed that special
cased visual designs, perhaps by the programmer, were worthwhile?

For good surveys, see:


• Sorva, Juha. Visual Program Simulation in Introductory Programming Education. Aalto University, 2012.
• Sorva, Juha, Ville Karavirta, and Lauri Malmi. “A Review of Generic Program Visualization Systems for Introductory
Programming Education.” ACM Transactions on Computing Education (TOCE) 13, no. 4 (2013): 15.
See also:
• Guo, Philip J. “Online Python Tutor: Embeddable Web-Based Program Visualization for Cs Education.” In
Proceeding of the 44th ACM Technical Symposium on Computer Science Education, 579–584. ACM, 2013.

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