{'fraction_non_alphanumeric': 0.018500486854917234, 'fraction_numerical': 0.0, 'mean_word_length': 5.465408805031447, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Benefits of Physical Interaction with Array Elements and Code Consolidation on Student Comprehension of Sorting Algorithms

This study was a qualitative analysis of introductory-level computer science students' comprehension of sorting algorithms. We asked six students to read and summarize the code of a sorting algorithm. Next, we asked them to trace through the code, first using a provided array with pencil and paper, then again using sticky-notes to represent the array. Focused analysis of one interview found that a student who struggled to comprehend the algorithm during the pencil-and-paper trace quickly gained understanding when physically tracing the sticky-note array. We hypothesize that physical interaction with a sticky-note representation of an array facilitated student comprehension of sorting algorithms by consolidating multiple lines of code (LOC) into a single repeatable action. This research is relevant to computer science educators who may teach sorting algorithms to introductory-level students.