Visual storytelling, particularly through dance choreographies as showcased in previous AlgoRythmics performances, has been effective in communicating relatively straightforward algorithms in an engaging and memorable way. Nevertheless, when addressing complex algorithmic concepts, an approach with greater expressiveness and flexibility becomes necessary. Consequently, this study introduces stage performances as an innovative solution, using cinematic representation to successfully convey and communicate these intricate concepts and processes. To evaluate the effectiveness of this approach, a short film was designed, produced, and showcased to a second-semester CS2 university course audience studying programming techniques. Following an opening scene that establishes the context, the subsequent three acts vividly depict ad hoc, greedy, and dynamic programming solutions in response to the posed programming challenge. After the screening, a questionnaire was administered, built on four key constructs of the Technology Acceptance Model, as well as other potential facilitating factors. The study reveals 100% positive perceptions of educational benefits, with the vast majority of students expressing agreement regarding the utility, enjoyment, engagement, creativity, filmic quality, and cognitive benefits of short films. Additionally, a remarkable 96% reported the intent to utilize this approach. Our subsequent Structural Equation Modeling analysis discovered that students whose learning styles were in sync with this approach demonstrated a robust correlation between their perception of the method’s value, their enjoyment of the process, and their overall attitude towards this pedagogical method. This study confirms the potential of visual storytelling through short films as an effective tool for delivering programming education. The findings provide valuable insights for computer science educators seeking to engage learners and convey complex information in an attractive and effective way.

视觉叙事，特别是通过之前 AlgoRythmics 表演中展示的舞蹈编排，能够有效地以引人入胜且令人难忘的方式传达相对简单的算法。然而，在解决复杂的算法概念时，需要一种具有更强表现力和灵活性的方法。因此，本研究引入舞台表演作为一种创新解决方案，利用电影表现来成功传达和交流这些复杂的概念和过程。为了评估这种方法的有效性，我们设计、制作了一部短片，并向学习编程技术的第二学期 CS2 大学课程观众展示。在建立上下文的开场场景之后，接下来的三幕生动地描述了针对所提出的编程挑战的临时、贪婪和动态编程解决方案。筛选后，根据技术接受模型的四个关键结构以及其他潜在的促进因素进行了调查问卷。该研究显示了 100% 的学生对教育益处的积极看法，绝大多数学生对短片的实用性、乐趣、参与度、创造力、电影质量和认知益处表示同意。此外，高达 96% 的受访者表示有意采用这种方法。我们随后的结构方程模型分析发现，学习风格与这种方法同步的学生表现出他们对该方法的价值的感知、他们对过程的享受以及他们对这种教学方法的总体态度之间存在很强的相关性。这项研究证实了通过短片视觉讲故事作为提供编程教育的有效工具的潜力。这些发现为寻求吸引学习者并以有吸引力且有效的方式传达复杂信息的计算机科学教育者提供了宝贵的见解。