The article reviews prior research on pair programming in computer science education, focusing on its effects in introductory courses. It highlights how students with different experience levels can influence each other's learning outcomes. Notably, one study showed that less experienced students paired with more adept partners often underperformed due to decreased engagement. Among women in introductory CS courses, collaboration proved helpful but was accompanied by feelings of inadequacy. The article also suggests that automating partner assignments with conversational agents could address issues in pairing but notes the challenges involved in this approach.
A large-scale study revealed that students paired with more experienced partners in introductory programming courses often had poorer outcomes, attributing this to decreased effort and understanding.
Research indicates that women paired randomly in introductory CS courses benefit from collaboration; however, some feel like they burden their partners due to lesser experience.
Concerns about aligning pair programming partners suggest the necessity for research into automated conversational agents to match skill levels, though their efficacy remains uncertain.
Mixed results in pair programming effectiveness show the complexities of partner interactions and the need for tailored approaches based on individual backgrounds and experiences.
#pair-programming #computer-science-education #student-outcomes #collaboration #educational-research
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