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Exploring pair programming Benefits for MIS Majors

JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-INNOVATIONS IN PRACTICE 2016年 15卷 223-239页

作者： Dongo, Tendai Reed, April H. O'Hara, Margaret East Carolina Univ Coll Business Greenville NC 27858 USA

pair programming is a collaborative programming practice that places participants in dyads, working in tandem at one computer to complete programming assignments. pair programming studies with Computer Science (CS) and Software Engineering (SE) majors have identified benefits such as technical productivity, program/ design quality, academic performance, and increased satisfaction for their participants. In this paper, pair programming is studied with Management Information Systems (MIS) majors, who (unlike CS and SE majors taking several programming courses) typically take only one programming course and often struggle to develop advanced programming skills within that single course. The researchers conducted two pair programming experiments in an introductory software development course for MIS majors over three semesters to determine if pair programming could enhance learning for MIS students. The program results, researchers' direct observations, and participants' responses to a survey questionnaire were analyzed after each experiment. The results indicate that pair programming appears to be beneficial to MIS students' technical productivity and program design quality, specifically the ability to create programs using high- level concepts. Additionally, results confirmed increased student satisfaction and reduced frustration, as the pairs worked collaboratively to produce a program while actively communicating and enjoying the process.

关键词： pair programming collaborative learning MIS curriculum collaborative programming

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A comparative analysis of different gender pair combinations in pair programming

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BEHAVIOUR & INFORMATION TECHNOLOGY 2015年第8期34卷 825-837页

作者： Choi, Kyungsub Stephen Rhode Isl Coll Comp Informat Syst Providence RI 02908 USA

Over the last decade, there has been a steady stream of pair programming studies. However, one significant area of pair programming that has not received its due attention is gender. Considering the fact that pair programming is one of the major human-centric software development paradigms, this is a gap that needs to be addressed. This empirical study conducted quantitative and qualitative analyses of different gender pair combinations within pair programming context. Using a pool of university programming course students as the experiment participants, the study examined three gender pair types: female-female, female-male, and male-male. The result revealed that there was no significant gender difference in the pair programming coding output. But there were significant differences in the levels of pair compatibility and communication between the same gender pair type: female-female and male-male, and the mixed gender pair type, female-male. The post-experiment comments provide additional insights and details about gender in pair interactions.

关键词： gender pair programming group programming extreme programming pair learning

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Debunking the nerd stereotype with pair programming

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COMPUTER 2006年第5期39卷 83-85页

作者： Williams, L N Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA

Our studies show that using pair programming as a structure for incorporatingcollaboration in the classroom helps increase and broaden participation in computing fields andhelps debunk the myth that programmers work alone all the time. It's also a way for students to geta better view of and feel more confident in their preparation for working in the real world. Theface of the IT workforce is changing. As the millennial generation makes its way into the workingworld, the archetype of the nerd as the introverted, obsessed computer programmer must share equalspace with the chatty, social software engineer.

关键词： computer science education human factors programming social aspects ofautomation team working computer programmer pair programming software engineer Computingprofession pair programming Professional issues

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Learning motivation and retention effects of pair programming in data structures courses

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EDUCATION FOR INFORMATION 2016年第3期32卷 249-267页

作者： Yang, Ya-Fei Lee, Chien-I Chang, Chih-Kai Natl Univ Tainan Dept Informat & Learning Technol Tainan Taiwan Chung Hwa Univ Med Technol Dept Informat Management Tainan Taiwan

Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student motivation in courses on data structures through a one-on-one PI collaborative learning activity. Students typically find the concepts of data structure vague and the related programs complex and difficult to comprehend. pair programming was conducted to scaffold university students understanding data structures by commenting related programs. To investigate students' motivational status, the ARCS model was used to evaluate students' motivation in each of four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, three items about the retention of learning were added to measure how information is lost over time. Every "pair" (i.e., two students) was asked to comment on the programs provided by a specific data structures concept. The control groups were asked to elaborate on the data structures programs by adding algorithmic description comments to the beginning of programs. The experimental groups were asked to elaborate on the data structures programs by adding code description comments to the data structures programs line by line. The experimental results show that the confidence and retention of learning in experimental groups are significantly better than those of the control group. The findings suggest that the effects of pair programming activities can be leveraged based on an understanding of students' motivation for and retention of learning.

关键词： Collaborative learning computer science education ARCS model pair programming retention of learning learning style

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The impact of social factors on pair programming in a primary school

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COMPUTERS IN HUMAN BEHAVIOR 2016年 64卷 423-431页

作者： Zhong, Baichang Wang, Qiyun Chen, Jie Nanjing Normal Univ Collaborat Innovat Ctr Talent Cultivating Mode Ba Nanjing Jiangsu Peoples R China Nanyang Technol Univ Natl Inst Educ Singapore Singapore Bixi Primary Sch Changshu City Changshu Peoples R China

pair programming (PP) is a usefulness approach to fostering computational thinking (CT) for young students. However, there are many factors to impact the effectiveness of PP. Among all factors, the social factors are often ignored by researchers. Therefore, this study aimed to explore the impact of two social factors (gender and partnership) on PP in a primary school setting. To that end, we conducted PP experiments in four classes from the sixth grade in a Chinese primary school. The research results indicated: (a) there was no significant difference on compatibility among the gender pairs, but a significant difference among partnership pairs;(b) there was no significant difference on programming achievement and confidence among different pairs, and girls became more productive and confidence in PP;and (c) PP tightened up the partnership within pairs. These findings suggest that teachers should take partnership into account as an important factor in PP or other collaborative learning, and adopt PP as an effective approach to decrease the gender gap in programming courses, and make students socialize. (C) 2016 Elsevier Ltd. All rights reserved.

关键词： Primary education pair programming Social factors Gender Partnership

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pair programming Interactions in Middle School: Collaborative, Constructive, Dismissive, or Disengaged? 18

Pair Programming Interactions in Middle School: Collaborativ...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Campe, Shannon Denner, Jill Green, Emily Werner, Linda UC Santa Cruz Santa Cruz CA USA

ISBN: (纸本)9781450351034

pair programming is considered a best practice since it has been shown to reduce the gender gap and increases confidence for university students in introductory computer programming courses. However, little is known about what it looks like in middle school. This study was designed to provide detailed descriptions of what pair programming looks like, how it varies across demographic groups, and how it changes over time. The data presented in this poster is from a subset of a larger study (81 middle school students) which consists of 66 (28 girls; 38 boys) students (55% Latino/a; 23% White) who worked in 33 same-gender pairs (42% female) to design and program their own video game. Data include video and audio recordings, screen capture files and logging files. The findings suggest that students are spending log periods of time not interacting, and those with more experience have a third person present more often while programming. When pairs are interacting specifically about their game the girls spend more time engaging constructively around ideas and solutions in comparison to boys. The results will be used to inform strategies to support effective pair programming in middle school, and to inform future studies.

关键词： pair programming middle-school computer science education collaborative learning

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Multimodal Analytics to Study Collaborative Problem Solving in pair programming 16

Multimodal Analytics to Study Collaborative Problem Solving ...

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6th International Conference on Learning Analytics and Knowledge (LAK)

作者： Grover, Shuchi Bienkowski, Marie Tamrakar, Amir Siddiquie, Behjat Salter, David Divakaran, Ajay SRI Int 333 Ravenswood Ave Menlo Pk CA 94025 USA SRI Int Princeton NJ USA

ISBN: (纸本)9781450341905

Collaborative problem solving (CPS) is seen as a key skill in K-12 education-in computer science as well as other subjects. Efforts to introduce children to computing rely on pair programming as a way of having young learners engage in CPS. Characteristics of quality collaboration are joint exploring or understanding, joint representation, and joint execution. We present a data driven approach to assessing and elucidating collaboration through modeling of multimodal student behavior and performance data.

关键词： Collaboration Collaborative Problem Solving pair programming Kinect Multimodal analytics K-12 Computer Science Education

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"Better Communication Leads to a Higher Output?" An Analysis of pair Communication on pair programming Productivity

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IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION 2021年第4期64卷 338-353页

作者： Choi, Stephen Calif State Univ Fresno Dept Informat Syst & Decis Sci Fresno CA 93740 USA

Background: This study focuses on how group communication affects group productivity. The specific scope of the study is pair programming. The study aims to discover whether intra-pair communication in pair programming has a significant impact on the pair programming process and output. Literature review: Many of the pair programming communication studies are descriptive and qualitative studies whose foci lay more on communication contents and alternative message deliveries. As a result, more research that focuses on analyzing the effectiveness of a person's communication skill level while performing a demanding task is needed. Research question: Does the communication competency level significantly impact pair programming output? Methodology: A pool of novice university programming students was deployed for the experiment. The Conversational Skills Rating Scale (CSRS) was used to categorize them into three cohorts-"high-high," "high-low," and "low-low." The confounding variables were controlled. Results: No significant difference was found among the three cohorts in terms of their pair programming code output. Additionally, the post-experiment questionnaire responses revealed no significant difference in compatibility and confidence levels, but did show a significant difference in communication level. Conclusion: With all things being equal, a programmer's high communication skill level doesn't play a significant role in the programming output in a pair programming setting.

关键词： programming profession Productivity Codes Receivers Problem-solving Training Encoding Communication communication competency pair programming

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How pair programming Influences Team Performance: The Role of Backup Behavior, Shared Mental Models, and Task Novelty

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INFORMATION SYSTEMS RESEARCH 2019年第4期30卷 1145-1163页

作者： Kude, Thomas Mithas, Sunil Schmidt, Christoph T. Heinzl, Armin ESSEC Business Sch F-95021 Cergy Pontoise France Univ S Florida Muma Coll Business Tampa FL 33620 USA Boston Consulting Grp Inc D-80539 Munich Germany Univ Mannheim Sch Business D-68131 Mannheim Germany

This study examines the team-level effects of pair programming by developing a research model that accounts for mediators and moderators of the relationship between pair programming and team performance. We hypothesize that pair programming helps software development teams establish backup behavior by strengthening the shared mental models among developers. In turn, backup behavior attenuates the negative effect of task novelty on team performance. We collect data from the software developers, Scrum masters, and product owners of 62 software development teams in a global enterprise software firm and find broad support for our research model. The study makes important contributions by shifting attention to the team-level effects of pair programming and by explicating mediating and moderating mechanisms related to the roles of shared mental models, backup behavior, and task novelty. The results underline the importance of viewing pair programming as a context-specific practice that helps establish backup behavior in teams. In terms of implications for practitioners, our results show that pair programming can be a valuable element of team governance to create shared mental models and backup behavior and to achieve high team performance when teams face high levels of task novelty.

关键词： software development pair programming agile Scrum team performance backup behavior shared mental models task novelty team adaptation

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An impact comparison of two instructional scaffolding strategies employed in our programming laboratories: Employment of a supplemental teaching assistant versus employment of the pair programming methodology 47

An impact comparison of two instructional scaffolding strate...

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IEEE Frontiers in Education Conference (FIE)

作者： Erdei, Ronald Springer, John A. Whittinghill, David M. Univ South Carolina Beaufort Dept Math & Computat Sci Bluffton SC 29909 USA Purdue Univ Dept Comp & Informat Technol W Lafayette IN 47906 USA

ISBN: (纸本)9781509059201

Instructional scaffolding is a well-researched, commonly-practiced educational technique whereby support is temporarily provided as an individual learns [1]. Grounded in constructivist teaching and learning theory, scaffolding historically referring to support provided by a teacher to a student. However, in the modern learning environment, instructors have access to a wide range of tools and techniques with which to help them scaffold learners [2]. This paper reports the findings of a design experiment comparing the employment of two instructional scaffolding strategies in reducing the impact of large laboratory class size on undergraduate students enrolled in an introductory computer programming course having a mandatory laboratory component. The design experiment compared the performance of students on programming procedural knowledge assessments as well as programming self-beliefs in two offerings of the course, each treated as a cohort, which differed in the instructional scaffolding strategy employed in the mandatory laboratory component. In one cohort, an undergraduate teaching assistant was used as a supplement to the laboratory instructor while students completed programming exercises in the laboratory component of the course. In the other cohort, a cooperative programming methodology known as pair programming was used as a supplement to the laboratory instructor while students completed programming exercises in the laboratory component of the course. Cohort composition, including school of study (e.g., Liberal Arts, Science, Technology, Engineering, Business, etc.), student classification (i.e., freshman, sophomore, junior, senior, or other), gender ratio, and amount of prior programming experience, was comparable. Course content, administrative processes and assessment mechanisms (formative and summative) remained constant. Each student completed a summative assessment of programming procedural knowledge at weeks 7, 12, and 16 of the semester. Open ended f

关键词： instructional scaffolding cooperative learning computer programming pedagogy pair programming undergraduate teaching assistant programming self-beliefs

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