Evaluating the Effects of Scripted Distributed Pair Programming on Student Performance and Participation

Tsompanoudi, Despina; Satratzemi, Maya; Xinogalos, Stelios

doi:10.1109/te.2015.2419192

Cited by 21 publications

(20 citation statements)

References 20 publications

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“…Even though the technology used was not as advanced as what is possible today, in those early experiments, DPP was shown to have a positive impact on outcomes, similar to PP. In more recent research, Tsompanoudi et al (2016) implemented a system that supports the application of DPP within an interactive development environment (IDE), and found that the use of collaboration scripts, defined to implement DPP, yields improved results, such as improved student learning. Like many of the earlier studies, their experiment was for a face-to-face class that used DPP, not for a distributed team using DPP.…”

Section: Distributed Pair Programmingmentioning

confidence: 99%

“…Like many of the earlier studies, their experiment was for a face-to-face class that used DPP, not for a distributed team using DPP. In fact, in a review of DPP research, Estácio (2015) notes that while there have been 34 articles discussing DPP, these papers have primarily covered tools to support DPP, or reported on experiments where a face-to-face class uses DPP (e.g., Stotts, 2003;Tsompanoudi et al, 2016), and that "few studies explore DPP as a pedagogical tool and how DPP could be integrated with the trend of online courses. "…”

Section: Distributed Pair Programmingmentioning

confidence: 99%

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Using Structured Pair Activities in a Distributed Online Breakout Room

Saltz¹,

Heckman²

2020

OLJ

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With the increasing availability of synchronous video-based breakout rooms within online courses, a growing need exists to understand how to best leverage this technology for enhanced online education. To help address this challenge, this paper reports on a case study that explored student activity within online video-based breakout rooms via a Structured Paired Activity (SPA) methodology. SPA, which is adapted from the concept of Paired Programming, defines a general way to structure roles and activities for the participants within the breakout room. Initial qualitative results suggest that the use of SPA in online breakout rooms increases student engagement and process effectiveness. These results are potentially applicable to a broad range of web-based synchronous online courses.

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Section: Distributed Pair Programmingmentioning

confidence: 99%

Section: Distributed Pair Programmingmentioning

confidence: 99%

Using Structured Pair Activities in a Distributed Online Breakout Room

Saltz¹,

Heckman²

2020

OLJ

View full text Add to dashboard Cite

show abstract

“…For example, massive multiplayer online role-playing games continue to be popular as they reinforce motivation and creativity while allowing skill development such as problem solving and communication (Voulgari et al, 2015). More recently, educational games for programming (Malliarakis et al, 2018) and distributed pair programming systems (Tsompanoudi, Satratzemi, & Xinogalos, 2016) have been developed to help students deal with difficulties and improve their performance. Educational games succeed mainly by motivating students through their immersive qualities while distributed pair programming systems succeed by supporting collaboration between students.…”

Section: Educational Computer Gamesmentioning

confidence: 99%

Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming

Hooshyar

Ahmad

Wang

et al. 2017

Journal of Educational Computing Research

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Games with educational purposes usually follow a computer-assisted instruction concept that is predefined and rigid, offering no adaptability to each student. To overcome such problem, some ideas from Intelligent Tutoring Systems have been used in educational games such as teaching introductory programming. The objective of this study was to advance Online Game-based Bayesian Intelligent Tutoring System (OGITS) to enhance programming acquisition and online information searching skills, thus improving students' ability in web-based problem solving through board games. The study sample comprised 79 college students in introductory level Computer Science classes. Qualitative and quantitative data were then gathered. Results of this study revealed generally favorable opinions about OGITS. As OGITS targets individual knowledge acquisition of computer programming and web-based

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“…We have been conducting research in real-world situations for the last 5 years, studying the different aspects of DPP effects on the learning of programming. In a study [13] carried out during the academic year 2013-14, we investigated how scripted roles affected students' engagement and knowledge building in the context of DPP. e effects of two different approaches on performance and distribution of activities between student pairs were examined.…”

Section: Introductionmentioning

confidence: 99%

Examining Student Performance and Attitudes on Distributed Pair Programming

Satratzemi

Xinogalos

Tsompanoudi

et al. 2018

Scientific Programming

Self Cite

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Pair programming (PP) has become popular in the research and software industry as well as being studied for a number of years in computer science courses with positive findings on student performance and attitudes. Advantages of PP reported in the literature are satisfaction, design quality, code productivity, team building, and communication. More recently, distributed pair programming (DPP), which enables two programmers to work remotely, has also attracted the interest of researchers and instructors. The difference between DPP and PP is that the former allows geographically distributed teams to collaborate and share program code. Such collaboration is, thus, only feasible if an underlying infrastructure supports all necessary interactions. The integrated development environments (IDEs) for DPP should cover the basic requirements for remote software development as well as address common PP problems, such as unequal contributions from each member of a pair, feedback during DPP sessions, and communication problems. This paper presents the findings of a study on student performance and attitudes towards DPP in an object-oriented programming (OOP) course. The factors examined were student performance, in terms of assignment grade, exam grade and implementation time in relation to students’ programming experience, and confidence, as well as student attitudes towards DPP, i.e., the feelgood factor, working alone or with a partner, and the perception of their partner’s technical competence. The results suggest that a students’ performance is associated with their programming experience and confidence in programming but not with how comfortable they feel during DPP sessions. Students evaluate the DPP sessions positively regardless of their confidence on programming or their perception of their partners’ technical competence. Students who consider themselves to have about the same programming competence as their partners tend to be more satisfied with DPP sessions. Overall, students prefer working with a partner regardless of their confidence on programming.

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Evaluating the Effects of Scripted Distributed Pair Programming on Student Performance and Participation

Cited by 21 publications

References 20 publications

Using Structured Pair Activities in a Distributed Online Breakout Room

Using Structured Pair Activities in a Distributed Online Breakout Room

Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming

Examining Student Performance and Attitudes on Distributed Pair Programming

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