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14th International Conference on Robotics in Education (RiE)

作者： Leoste, Janika Poial, Jaanus Marmor, Kristel Fenyvesi, Kristof Hakkinen, Paivi Tallinn Univ Technol Tallinn Estonia Tallinn Univ Sch Educ Sci Tallinn Estonia Univ Jyvaskyla Finnish Inst Educ Res Jyvaskyla Finland

ISBN: (纸本)9783031384530;9783031384547

Telepresence robots (TPRs) are seen as promising tools for maintaining social presence in distance learning conditions, contributing to student persistence and wellbeing by reducing their feeling of isolation and distress. We examined the challenges that the use of telepresence robots in a pair-programming course presents to the teacher and students. Semi-structured interviews were used to collect data from the teacher and four students about their experience of being mediated via a telepresence robot and having a teacher or student mediated via a telepresence robot. The data were coded and analyzed to map the main challenges. Four general areas of concern were revealed: preconditions for use, justifications for use, robot characteristics, and potential challenges. Using TPRs is justified for students in conditions where their social presence is required (e.g., in discussions, workshops or other educational activities). In this particular case, the use was not recommended for the teacher. TPRs' educational implementation should be planned meticulously to maximize their positive effect and to reduce potential setbacks. In addition, the TPR's features should match as best as possible to the requirements of the educational activities to be carried out in a specific physical and social environment.

关键词： Telepresence robots pair-programming Technology-enhanced learning Technology implementation Educational innovation

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Cooperation, collaboration and pair-programming: Field studies on backup behavior

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JOURNAL OF SYSTEMS AND SOFTWARE 2014年第1期91卷 124-134页

作者： Coman, Irina D. Robillard, Pierre N. Sillitti, Alberto Succi, Giancarlo Free Univ Bozen Bolzano Fac Comp Sci I-39100 Bolzano Italy Polytech Montreal Comp & Software Engn Dept Montreal PQ Canada

Considering that pair programming has been extensively studied for more than a decade, it can seem quite surprising that there is such a lack of consensus on both its best use and its benefits. We argue that pair programming is not a replacement of usual developer interactions, but rather a formalization and enhancement of naturally occurring interactions. Consequently, we study and classify a broader range of developer interactions, evaluating them for type, purpose and patterns of occurrence, with the aim to identify situations in which pair programming is likely to be truly needed and thus most beneficial. We study the concrete pair programming practices in both academic and industrial settings. All interactions between teammates were recorded as backup behavior activities. In each of these two projects, developers were free to interact when needed. All team interactions were self-recorded by the teammates. The analysis of the interaction tokens shows two salient features: solo work is an important component of teamwork and team interactions have two main purposes, namely cooperation and collaboration. Cooperative backup behavior occurs when a developer provides help to a teammate. Collaborative backup behavior occurs when the teammates are sharing the same goal toward solving an issue. We found that collaborative backup behavior, which occurred much less often, is close to the formal definition of pair programming. This study suggests that mandatory pair programming may be less efficient in organizations where solo work could be done and when some interactions are for cooperative activities. Based on these results, we discussed the potential implications concerning the best use of pair programming in practice, a more effective evaluation of its use, its potential benefits and emerging directions of future research. (C) 2014 Elsevier Inc. All rights reserved.

关键词： Backup-behavior pair-programming Field study

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pair-programming from a beginner’s perspective 17th

Pair-programming from a beginner’s perspective

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17th International Conference on Agile Processes in Software Engineering and Extreme programming, XP 2016

作者： Tsyganok, Irina YOOX NET-A-PORTER Group NAP Commerce 1 The Village Offices Ariel Way London United Kingdom

ISBN: (纸本)9783319335148

This experience report offers a beginner’s perspective on pair-programming with experienced developers. It discusses issues faced by juniors and seniors when working together and highlights the importance of emotional maturity in pairs with disparate skill sets. This paper considers personal characteristics of junior and senior developers in identifying their needs from the pairing session and shares tactics used to improve pair-programming experience on individual and team-wide levels. © The Author(s) 2016.

关键词： Collaboration Culture Knowledge-sharing pair-programming XP

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The Effects of pair-programming on Individual programming Skill 08

The Effects of Pair-Programming on Individual Programming Sk...

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39th ACM Technical Symposium on Computer Science Education

作者： Braught, Grant Eby, L. Marlin Wahls, Tim Dickinson Coll Dept Math & Comp Sci Carlisle PA 17013 USA

ISBN: (纸本)9781595939470

Previous studies have reported significant educational benefits from the use of pair-programming, in which two students program together at the same computer. Here, we report the results of a controlled study designed to measure the effects of pair-programming on the development of individual programming ability. Our findings indicate significant improvements in individual programming skill for students with lower SAT scores. Additionally, we found that all students are more likely to complete the course successfully when using pair-programming.

关键词： pair-programming collaboration CS1 peer-instruction

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Learning to program in secondary classrooms: Students' and Teachers' perceptions of the pair-programming setting

Learning to program in secondary classrooms: Students' and T...

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IEEE Frontiers in Education Conference (FIE)

作者： Issaee, Arash Motschnig, Renate Goeltl, Katrin Univ Vienna Fac Comp Sci Vienna Austria

ISBN: (数字)9781665462440

ISBN: (纸本)9781665462440

This Research to Practice Full Paper summarizes insights from three cycles of participatory action research on learning to program by developing simple video games in secondary-level classrooms using pair-programming. We found that pair-programming is an effective learning method for programming that additionally helps students acquire various other 21st-century skills in computer science classes at K9 level. As a follow-up to participatory action research, a series of seven interviews with computer science teachers and researchers from North America, Africa, and Europe, who focusg on pair programming, was conducted. The interviews were analyzed using qualitative content analysis by Mayring. Finally, the findings were interpreted and related to collaborative and experiential learning theories. Our mixed-methods study aims at presenting teachers' attitudes toward the pair-programming setting. Furthermore, it examines if that setting is promotive to problem-solving skills, has an improved learning outcome, fosters a higher motivation, increases satisfaction, social skills, and positive attitudes toward coding. Based on the mixed-methods research, practical implications for learning to program in secondary-level classrooms are derived. With this contribution, we want to enlarge teachers' and researchers' repertoire to make programming-learning more engaging, more motivative, and more successful. This research should be the foundation for developing a positive image of programming for young learners of any gender and culture.

关键词： pair-programming learning to program problem-solving mixed methods action research qualitative content analysis

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Investigating the usefulness of pair-programming in a mature Agile team

Investigating the usefulness of pair-programming in a mature...

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9th International Conference on Agile Processes in Software Engineering and Extreme Porgramming

作者： Coman, Irina Diana Sillitti, Alberto Succi, Giancarlo Free Univ Bozen Bolzano Ctr Appl Software Engn I-39100 Bolzano Italy

ISBN: (纸本)9783540682547

pair-programming (PP) is one of the key practices of Agile Methods and there are various claims regarding its benefits. However, the empirical evidence to sustain these claims is insufficient, often coming from studies with students as participants. Moreover, the results are sometimes contradictory. Nevertheless, there are already mature agile teams that currently use PP, pairing on an "as needed" basis. We investigate the dynamics of the pairing process in a mature Agile team to understand when practitioners consider PP useful and to compare this with the claimed benefits of PP. In this paper we present the results of a 3 months study of PP in an Agile team of 16 developers.

关键词： pair-programming PP XP Agile Methods

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A Study of pair-programming Configuration for Learning Computer Networks 8

A Study of Pair-Programming Configuration for Learning Compu...

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8th International Conference on Ubi-Media Computing (UMEDIA)

作者： Kongcharoen, Chaknarin Hwang, Wu-Yuin Natl Cent Univ Dept Comp Sci & Informat Engn Jhongli Taoyuan Country Taiwan Natl Cent Univ Grad Inst Network Learning Technol Jhongli Taoyuan Country Taiwan

ISBN: (纸本)9781467382700

Previous studies have demonstrated that the of pair-programming has beneficial effects on student learning. Based on pair-programming, this study proposes pair-programming configuration for learning computer networks and designs a virtualization-based lab that allow the pair input command from two computers to one terminal at the same time. In the experiment, university students were divided into two groups: In this experimental group, a pair-programming was applied for perform lab assignments, whereas the students in the control group completed lab assignments solo. The results show that the experimental group significantly outperformed the control group in learning achievement and also had more confidence in their work, thereby reducing the instructor's workloads. Finally, the findings of the questionnaires reveal that the experimental students considerably enjoyed the pair-programming configuration in the virtualization-based lab and had the high motivation to use the proposed system. Therefore, pair-programming configuration is suitable and helpful to facilitate learning in a computer networks lab.

关键词： teaching computer networks pair-programming configuration pair-programming virtualization-based laboratory

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Investigating Students' Behavior and Code Quality when Applying pair-programming as a Teaching Technique in a Middle Eastern Society

Investigating Students' Behavior and Code Quality when Apply...

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IEEE Global Engineering Education Conference (EDUCON)

作者： Nawahdah, Mamoun Taji, Dima Birzeit Univ Fac Engn & Technol Birzeit Palestine

ISBN: (纸本)9781467386333

pair-programming is a software development technique that was introduced as part of Extreme programming. In pair-programming, two developers share a computer to work together on developing one piece of code. To test pair-programming effects on students' behavior and performance in a Middle Eastern society where some interaction restrictions are found, we devised an experiment that was carried out over an entire academic year consists of two semesters. The experiment targeted two sections per semester of an advanced computer programming course. The students of one of the sections worked in pairs during the lab sessions, applying pair-programming rules and techniques. The other section had students who worked individually, as it is the norm in most programming labs. Video recordings were recorded throughout the lab sessions, and then studied and analyzed. In addition, code samples were collected from the students to study the effect of pair-programming on the students' code quality. Through this experiment we found out that pair-programming has the potential to increase the students' confidence, their enjoyment of the course, and improved the course's completion rate. In addition, the students in the pair-programming sections showed that they were able to individually produce code of better quality than the students in the traditional section.

关键词： Teaching/Learning Methodologies Computing Education pair-programming Behavior Analysis Computer Supported Collaborative Learning

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Understanding pair-programming from a Socio-Cultural Perspective

Understanding Pair-Programming from a Socio-Cultural Perspec...

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15th International Conference on Computers in Education (ICCE 2007)

作者： Chen, Weiqin Nordbo, Marius Univ Bergen Dept Informat Sci & Media Studies N-5020 Bergen Norway

ISBN: (纸本)9781586037970

pair-programming, as one of the 12 practices in extreme programming, has been used more and more often in educational settings. Although some studies have been conducted and pair-programming was found in these studies more effective for students to learn programming, very few studies have focused on the interactions within the pair during the pair-programming process. The Study reported in this paper seeks to better understand the learner's activities by taking a closer look at the interactions between the pair from a socio-cultural perspective.

关键词： pair-programming Activity Theory Interaction Analysis

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Being Well-Prepared for Regular pair-programming Helps At-Risk Students

Being Well-Prepared for Regular Pair-Programming Helps At-Ri...

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International Symposium on Educational Technology (ISET)

作者： Lee, Lap-Kei Au, Oliver So, Raymond Wu, Nga-In Open Univ Hong Kong Sch Sci & Technol Kowloon Hong Kong Peoples R China Hong Kong Polytech Univ Hong Kong Community Coll Div Commun & Social Sci Hong Kong Hong Kong Peoples R China

ISBN: (纸本)9781509016501

This paper studies 80 final-year undergraduate computing students in an advanced programming course, and aims to relate their reported self-study time for the regular pair-programming labs to their examination performance. We expect that more regular self-studying time would lead to a better examination performance. It is interesting that this is true only for the 27 at-risk students, which are defined as those students failing in the course's mid-term test. We use the k-means algorithm to divide these students into 2 groups according to their self-study time for lab and the difference between their exam and test scores. For the other 53 non-at-risk students, the same analysis using the k-means algorithm shows that more self-study time for lab does not lead to better examination performance, while it is the self-study time right before the exam which affects the performance. It casts doubt on the commonly given unqualified advice for students to study routinely over cramming right before exam. The result leads us to look for other factors that determine student performance.

关键词： self-study at-risk students collaborative learning pair-programming academic performance

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