Fwd: Reviewer Invitation for The Effect of a Dynamic Visualization Support System on Programming Students' Learning Experience
Tiffany Barnes
Distinguished Professor of Computer Science
North Carolina State University
From: Social Sciences & Humanities Open <e...@editorialmanager.com>
Date: Wed, Jul 9, 2025 at 3:45 AM
Subject: Reviewer Invitation for The Effect of a Dynamic Visualization Support System on Programming Students' Learning Experience
To: Tiffany Michelle Barnes <tmba...@ncsu.edu>
Dear Tiffany Michelle Barnes,
You have been invited to review a manuscript for Social Sciences & Humanities Open.
SSHO is a multidisciplinary open access journal. One of our guiding principles is to make the publishing process accessible to everyone doing sound science, including first-time authors, early career researchers, and those from underrepresented groups and geographical areas. The manuscript you have been invited to review may require revisions in language, structure, and narrative to meet publication standards. We appreciate your understanding and support. You can find our reviewer guidelines here.
I would be grateful if you would review the paper entitled "The Effect of a Dynamic Visualization Support System on Programming Students' Learning Experience" for this journal.
This is the abstract:
This research introduces a visual programming learning assistance system, the "Programming Visual Aided Learning System (PVLS)," designed to enhance college students' comprehension and application skills in programming. As programming has
become a core subject in modern education, many beginners encounter challenges in logical thinking and structural understanding throughout the learning process. The PVLS system visualizes program code execution logic by dynamically generating flowcharts, enabling students to grasp the sequence and logical structure of program execution in a more intuitive manner. The research findings indicate that the PVLS system significantly improves students' programming performance, particularly in understanding and debugging code. However, its impact on process comprehension, learning interest, and confidence-building is somewhat limited. Students' feedback on the system's usability and interactivity varied: while some found the interface user-friendly and beneficial for programming learning, others felt that the system lacks sufficient guidance and interactive features, affecting their overall learning experience. These results suggest that visual aids can assist beginners in
understanding program logic. Future research could explore enhancements in the system's interactivity and operational procedures to further boost learning outcomes and student engagement.
Please note that we may ask you to answer a set of questions about the manuscript, enabling you to convey your recommendations for improvement in a structured way to myself and the author(s). Please see https://www.elsevier.com/reviewers/how-to-review/structured-peer-review for an overview of these reviewer questions.
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The manuscript reference is SSHO-D-25-03554
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If possible, I would appreciate receiving your review in 21 days.
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Kind regards,
Faranak Gholampour, Ph.D.
Scientific Handling Editor
Social Sciences & Humanities Open
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