On the Effectiveness of a Collaborative Virtual Pair-Programming Environment

Distributed Pair Programming in Higher Education: A Systematic Literature Review

“…Grades for project (Baheti et al, 2002) Functional test cases of the modified programs (Canfora et al, 2003;2006) Number of cases passed (Stotts et al, 2003) Number of defects (Favela et al, 2004), (Zacharis, 2011) Experts evaluate the quality (3 programs) [scale 1-4] (Bravo et al, 2013), (Duque & Bravo, 2008) Number of compilation errors (Bravo et al, 2013), (Duque & Bravo, 2008) Questionnaire (perceived quality of code) (Canfora et al, 2003;2006) Task completion quality (Qiao & Bai, 2017) Questionnaire, survey (perceived quality of code) (Favela et al, 2004) used most often for code productivity is the amount of time spent on completing the tasks (8 studies). Regarding the amount of time spent by DPP pairs and solo programmers on tasks/projects, the various studies found that: there were mixed results (Canfora et al, 2003;2006;Ghorashi & Jensen, 2017); no differences were reported (Hanks, 2008;Qiao & Bai, 2017); less time was spent by DPP pairs; and more time was spent by DPP pairs (Al-Jarrah & Pontelli, 2016).…”

Social Media-Facilitated Programming: An ARG Model for Collaborative Programming

“…Collaborative virtual environments are used to provide infrastructure that authorize the collaboration and saving common task between a number of users regardless of the mutual physical location. Moreover, there are common points between the most collaborative virtual environments (Greenhalgh, 2012 The CVEs where developed and mostly used in an educational region (beside to different regions) because it provides a fertile application terrain for it (Sandoval et al, 2020;Khalid et al, 2020;Al-Jarrah and Pontelli, 2016;. The author (Liebregt, 2005) discussed six different CVEs, where he found that the CVEs were developed and mostly used in an educational region because it provides an fertile application terrain for it (Al-Jarrah and Pontelli, 2014).…”

“…We asked students to record the number of errors that they have after each phase; syntax and logic errors. At the same time the instructor records the number of errors that each team made while s/he is grading the assignment (Al-Jarrah and Pontelli, 2016;. We compute the average number of errors in each assignment in all courses.…”

“…The problem with the temporal bounds is that the ARG teams operations are limited to a specific time period and have to be synchronized between the team members, which constitutes a block in using the ARG model widely in supporting the distributed and distanced learning for the online courses. Moreover, (Al-Jarrah and Pontelli, 2020) shows that the extension of the ARG to be a learning model in a collaborative virtual environment has significant effectiveness on learning programming for introductory programming courses (Al-Jarrah, 2016;Al-Jarrah and Pontelli, 2016).…”

“…The results show that working over distance facilitates the programmer collaboration and enhance the learning programming environments. After that, an extension of the model was presented by (Al-Jarrah and Pontelli, 2016; that allow a group of programmer to work together where the group have more members with assigned roles in addition to the two main roles (driver and navigators). The proposed model in this research extend the pair programming model and ARG model in addition to the benefit of using social media in learning.…”