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11.2 FROM DANCE TO CODE 123 — “I can’t express how much I adore you! I’m studying computing 4 years already, and every time I have to write some sorting algorithm, I firstly check out your dance!”; “I would always come back here when I forget about sorting haha” — “Literally, the best thing ever. Thanks so much Romania. You’ve done the world a favour”; “Of all the videos I’ve seen about quicksort, I actually finally learned it from this. Thanks Hungarian dancers!”; “I don’t know who came up with this idea but it’s so much easier to understand sorting algorithms thanks to these Hungarian folk dances” — “This is art”; “This is sooo great - Art meets Science”; “Beautiful piece of art to explain Computer Science, this is so EPIC!”; “Awesome, helpful and creative. Way more fun to review sorting algorithms with folk dancing” — “Ideally, that’s how teaching should be in general. Entertaining and informative. But few teachers have enough passion, time and are palild well enough to do so...” — “Very nice performance!! This area where art merges with learning, is amazing!!! It’s just that it needs some good marketing” — “This Video made me understand my informatics class, but now I want to be a dancer” — “Whaw, that was pretty amazing. This changed my life forever. Iam not the same person anymore, just thank you” — “Best thing ever... top candidate”; “Super! You are the best professors” 11.2 From dance to code For many years, dance choreographies have been the centre of the AlgoRythmics universe. As a next step, we decided to redesign the animation module of the AlgoRythmics web application (see Figure 11.5). As a result, a completely new interactive learning environment was created in the form of an intuitive software which guides students in the development of algorithmic thinking through multifarious levels of interactivity (Nagy, Osztidn, Cosma, Katai, & Osztiän, 2019 - Looking for the Optimal Interactivity Level in the AlgoRythmics Learning Environment. In: EdMedia+ Innovate Learning (pp. 106-114). Association for the Advancement of Computing in Education (AACE)). This platform can be seen as a “dance floor” where the “choreographer” can predefine courses and can specify the level of user interaction. As the “dancers” pick up the “rhythm of the algorithm”, the possibility of controlling it will be also given to them. The code of the algorithm will also appear on the “scene”, being built by the user, and then “become alive” by being executed together with the animation. It is like leading students from the dance choreography to the code. For this purpose, they are guided through some steps which are the main elements of the renewed learning environment.
