Can Pair Programming Address Multidimensional Issues in Higher Education?

Klopp, Marco; Gold-Veerkamp, Carolin; Kuhn, Martina; Abke, Joerg

doi:10.1007/978-3-319-73210-7_57

Cited by 3 publications

(1 citation statement)

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“…Others provided feedback through automatic assessment tools [Zampirolli et al 2021]. Pair programming also uses feedback somehow, but it is not systematized and does not focus on formative information [Klopp et al 2017]. However, a study by [Hahn et al 2009] has shown the benefits of providing formative feedback to students after completing pair programming tasks.…”

Section: Related Workmentioning

confidence: 99%

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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Section: Related Workmentioning

confidence: 99%