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>And my understanding is that Bret believes they should apply to programming in general as well. Yes I agree, but I think his 2D visualizations that you critic
by jasode 11y ago
>And my understanding is that Bret believes they should apply to programming in general as well.
Yes I agree, but I think his 2D visualizations that you criticized were focused on "learning programming".[1]
BV wasn't saying that extending it into "non-learning" scenarios for professional programmers must be a 2D feedback loop. Consider a new programming language with specialized syntax or a library of functions for moving a physical robot in 3D space. The feedback loop could be a live Bluetooth or wifi connection to a articulating robot arm on the programmer's desk. I wouldn't think BV would criticize that and say, "no, the robot arm must be 2d image on the screen".
[1]key phrase of "presented in context for learning" from BV: "These design principles were presented in the context of systems for learning,"
- jules 11y agoThe problem isn't things that we know how to visualize but do not fit the 2D model, the problem is the things that we do not know how to visualize well (which is most of the data in our programs). Visualizing the output of a program that does a 2D drawing is easy, because it's already visual. The hard part is doing it for general programming, and the essay is handwaving around that. I think the answer is that for each domain, or even for each data structure, visualizing it well is itself a complex research problem.