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pair programming and secondary school girls' enjoyment of programming and the subject Information Technology (IT)

COMPUTER SCIENCE EDUCATION 2012年第3期22卷 219-236页

作者： Liebenberg, Janet Mentz, Elsa Breed, Betty North West Univ Fac Educ Sci Private Bag X6000 ZA-2520 Potchefstroom South Africa

This paper reports on a qualitative study that examined how pair programming shapes the experience of secondary school girls taking IT as a subject, with respect to their enjoyment of programming and the subject itself. The study involved six Grade 11 girls who were doing solo programming in Grade 10 and pair programming in their following Grade. The results showed that the girls enjoyed the subject more when programming in pairs due to improved comprehension of the task. They especially enjoyed the socialization and communication brought about by pair programming. The assistance, support, motivation, focus and encouragement they received from partners when stuck or while fixing errors made the programming experience more enjoyable for them. The increased enjoyment brought about by pair programming resulted in the perception of greater learning in the subject IT and also to greater interest in it. It also led to greater persistence in dealing with problems. pair programming should be implemented right from the start of Grade 10 since it may lead to greater enjoyment of programming and the subject IT in general. The approach may also lead to more girls being attracted to the subject.

关键词： cooperative/collaborative learning gender studies pair programming secondary education teaching/learning strategies

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pair programming in Perspective: Effects on Persistence, Achievement, and Equity in Computer Science

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JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS 2020年第4期13卷 731-758页

作者： Bowman, Nicholas A. Jarratt, Lindsay Culver, K. C. Segre, Alberto M. Univ Iowa Dept Educ Policy & Leadership Studies N491 Lindquist Ctr Iowa City IA 52242 USA Univ Southern Calif Pullias Ctr Higher Educ Los Angeles CA 90007 USA Univ Iowa Dept Comp Sci Iowa City IA 52242 USA

pair programming is a form of collaborative learning in computer science that involves two students working together on a coding project. Previous research has identified mostly positive outcomes from this practice, such as course grades and the quality of the resulting code. pair programming may also facilitate interactions that improve the climate for women and Students of Color, thereby reducing equity gaps in achievement and persistence. However, the existing research findings are inconsistent, which may reflect limitations in research design and/or challenges with implementing pair programming in an ideal manner. The present study sought to provide rigorous evidence through a cluster-randomized trial with 1,530 undergraduates in 96 lab sections across three different introductory computer science courses. Within the full sample, pair programming was unrelated to virtually all outcomes. However, pair programming actually led to poorer outcomes among White students, including grades within the introductory course, attempting or completing subsequent computer science courses, and majoring or minoring in computer science. These negative effects were generally driven by White students whose partners had either low or high levels of prior programming experience.

关键词： pair programming computer science college students undergraduate major collaborative learning

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Evaluating pair programming with respect to system complexity and programmer expertise

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IEEE TRANSACTIONS ON SOFTWARE ENGINEERING 2007年第2期33卷 65-86页

作者： Arisholm, Erik Gallis, Hans Dyba, Tore Sjoberg, Dag I. K. Simula Res Lab NO-1325 Lysaker Norway Simula Res Lab NO-7465 Trondheim Norway SINTEF Informat & Commun Technol NO-7465 Trondheim Norway

A total of 295 junior, intermediate, and senior professional Java consultants ( 99 individuals and 98 pairs) from 29 international consultancy companies in Norway, Sweden, and the UK were hired for one day to participate in a controlled experiment on pair programming. The subjects used professional Java tools to perform several change tasks on two alternative Java systems with different degrees of complexity. The results of this experiment do not support the hypotheses that pair programming in general reduces the time required to solve the tasks correctly or increases the proportion of correct solutions. On the other hand, there is a significant 84 percent increase in effort to perform the tasks correctly. However, on the more complex system, the pair programmers had a 48 percent increase in the proportion of correct solutions but no significant differences in the time taken to solve the tasks correctly. For the simpler system, there was a 20 percent decrease in time taken but no significant differences in correctness. However, the moderating effect of system complexity depends on the programmer expertise of the subjects. The observed benefits of pair programming in terms of correctness on the complex system apply mainly to juniors, whereas the reductions in duration to perform the tasks correctly on the simple system apply mainly to intermediates and seniors. It is possible that the benefits of pair programming will exceed the results obtained in this experiment for larger, more complex tasks and if the pair programmers have a chance to work together over a longer period of time.

关键词： empirical software engineering pair programming extreme programming design principles control styles object-oriented programming software maintainability quasi-experiment

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Effects of Personality on pair programming

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IEEE TRANSACTIONS ON SOFTWARE ENGINEERING 2010年第1期36卷 61-80页

作者： Hannay, Jo E. Arisholm, Erik Engvik, Harald Sjoberg, Dag I. K. Simula Res Lab Dept Software Engn NO-1325 Lysaker Norway Univ Oslo Dept Informat NO-0316 Oslo Norway Univ Oslo Dept Psychol NO-0317 Oslo Norway

Personality tests in various guises are commonly used in recruitment and career counseling industries. Such tests have also been considered as instruments for predicting the job performance of software professionals both individually and in teams. However, research suggests that other human-related factors such as motivation, general mental ability, expertise, and task complexity also affect the performance in general. This paper reports on a study of the impact of the Big Five personality traits on the performance of pair programmers together with the impact of expertise and task complexity. The study involved 196 software professionals in three countries forming 98 pairs. The analysis consisted of a confirmatory part and an exploratory part. The results show that: 1) Our data do not confirm a meta-analysis-based model of the impact of certain personality traits on performance and 2) personality traits, in general, have modest predictive value on pair programming performance compared with expertise, task complexity, and country. We conclude that more effort should be spent on investigating other performance-related predictors such as expertise, and task complexity, as well as other promising predictors, such as programming skill and learning. We also conclude that effort should be spent on elaborating on the effects of personality on various measures of collaboration, which, in turn, may be used to predict and influence performance. Insights into such malleable, rather than static, factors may then be used to improve pair programming performance.

关键词： pair programming personality Big Five expertise task complexity performance

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pair programming: Under What Conditions Is It Advantageous for Middle School Students?

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2014年第3期46卷 277-296页

作者： Denner, Jill Werner, Linda Campe, Shannon Ortiz, Eloy ETR Associates Dept Educ Scotts Valley CA 95066 USA Univ Calif Santa Cruz Dept Comp Sci Santa Cruz CA 95064 USA

pair programming is a strategy that grew out of industry and has shown promise for performance and retention in computer programming courses at universities and in industry. In this study, we examine whether pair programming is effective in K-12, what it is effective for, and how partners influence each other. We collected the data from 320 middle school students working alone or with a partner on a game programming task. Compared to working alone, pair programming was advantageous for computational thinking and for building programming knowledge, particularly among less experienced students. Students' initial computer experience and attitude toward collaboration influenced their partners. Those with more experience relative to their partner achieved greater computer confidence and more positive attitudes toward computing. When students had a more positive attitude toward collaboration (relative to their partner), their programming knowledge decreased. We discuss implications for pairing students and for future research.

关键词： pair programming novice programming middle school collaboration

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pair programming in Middle School: What Does It Look Like?

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2009年第1期42卷 29-49页

作者： Werner, Linda Denning, Jill Univ Calif Santa Cruz CS Dept Comp Sci 1156 High St MS SOE3 Santa Cruz CA 95064 USA Educ Training Res Associates Scotts Valley CA 95066 USA

Few early intervention efforts have improved the representation of women in computer science and engineering (CSE) disciplines, but pair programming has shown promise for reducing gender dzfferences among college students. Be current study is thejrst to examine this promising practice in middle school. In an effort to better understand whatpair programming looks like, we describe an observational study of middle school girls. We coded audiotape transcripts to show the kinds of interactions that appear to promote or undermine effective problem solving. Be findings are interpreted in terms of how to promote the kinds of interactions that make it more likely that middle school students willpersist in the kind ofproblem solving that willprepare them for further CSE coursework.

关键词： pair programming gender collaborative learning problem solving

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pair programming: A Contingency Approach

Pair Programming: A Contingency Approach

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20th Americas Conference on Information Systems

作者： Salge, Carolina Berente, Nicholas Univ Georgia Athens GA 30602 USA

ISBN: (纸本)9780692253205

pair programming (PP) is a practice when two developers work together on the same task using one computer screen (Beck, 2000;Williams & Kessler, 2003). The pair consists of a "driver" and a "navigator." The driver's goal is to write the program code while the navigator's goal is to perform more strategic tasks such as reviewing the code and searching for errors. PP has drawn the attention of many researchers and practitioners because many believe it is a better alternative to individual programming. Yet, the current literature possesses conflicting results, which reflect a lack of consensus. In this paper we look to take a step toward reconciling these ambiguous findings by carefully distinguishing between dependent variables used in the various extant studies, and by developing a contingency approach to understanding the merits of PP.

关键词： pair programming learning quality pair skill similarity and task complexity

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pair programming as a Didactical Approach in Higher Education and its Evaluation 10

Pair Programming as a Didactical Approach in Higher Educatio...

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10th IEEE Global Engineering Education Conference (EDUCON)

作者： Gold-Veerkamp, Carolin Klopp, Marco Abke, Joerg Univ Appl Sci Aschaffenburg Aschaffenburg Germany

ISBN: (纸本)9781538695067

To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, pair programming seems to be a suitable didactical method to teach and learn programming. In this context, pair programming was used in programming lessons and its effectiveness was evaluated. This paper presents the results of the evaluations in order to derive whether pair programming is a suitable method to meet the mentioned challenges in a didactically meaningful way.

关键词： pair programming heterogeneity generic competencies motivation informatics students' evaluation

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pair programming for enhancing communication in the fundamental C language exercise 39

Pair programming for enhancing communication in the fundamen...

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39th IEEE Annual International Computer Software and Applications Conference Workshops (COMPSAC)

作者： Du, Weiwei Ozeki, Motoyuki Nomiya, Hiroki Murata, Kazuyoshi Araki, Masahiro Kyoto Insititute Technol Dept Informat Sci Kyoto Japan

ISBN: (纸本)9781467365635

C language is a required course in information science. Students not only need to develop a strong interest in the subject, but also lay a good foundation for C language in studies. The discipline plays a very important role in professional courses, and therefore we need to provide a pleasant environment in which students can complete the fundamental C exercise. pair programming reduces the pressure of solving a task because in pair programming two programmers tackle the challenge not just one programmer. Moreover, pair programming makes it easy to start a discussion of the subject even if two programmers have different levels because this is the fundamental C exercise. In this study, we design an experiment featuring the pair programming technique to enhance communication in the fundamental C exercise. The experimental results show that pair programming is an effective tool for enhancing communication in the fundamental C exercise.

关键词： Enhancement communication pair programming the Fundamental C exercise

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pair programming in middle school: variations in interactions and behaviors

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Computer Science Education 2020年第1期30卷 22-46页

作者： Campe, Shannon Denner, Jill Green, Emily Torres, David Research Department ETR Scotts Valley CA United States

Background and Context: pair programming is used in classrooms to promote learning and engage a more diverse group of students in computing fields, but little is known about what it looks like in middle school. Objective: The aim of this study was to examine how programming pairs were interacting and about what. Method: Video, audio, and screen capture data were collected and analyzed from 66 middle school students working in pairs to program a computer game in an after-school class. Findings: Less than half of pairs interaction time was about their game, and one third of their time was spent not interacting at all. Most behaviors were collaborative. There were few differences across demographic groups. Factors that significantly influenced interactions and behaviors included attitude toward collaboration and prior programming knowledge. Implications: We discuss how to use pair programming in the classroom, including how to pair students to promote productive interactions. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

关键词： collaboration computer science informal learning middle school pair programming

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