Collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2023-12-08 DOI:10.1111/bjet.13412

Jinbo Tan, Lei Wu, Shanshan Ma

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引用次数: 0

Abstract

The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self-efficacy and coding performance for both slow- and fast-paced students. Forty-six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks. Data analysis methods, including lag sequential analysis, cluster analysis and paired t-test, were employed, and the results showed that (1) four collaborative dialogue patterns emerged: Lecture, Guide, Question and Answer (Q&A), and Inquiry patterns; (2) Guide and Inquiry patterns significantly increased programming self-efficacy for both fast- and slow-paced students while Lecture and Q&A patterns significantly increased programming self-efficacy for slow-paced students but not for fast-paced students; (3) Guide and Inquiry patterns played a significant role in improving coding performance for slow-paced students. The study reveals a complex relationship between collaborative dialogue patterns with programming self-efficacy and coding performance, critically affecting students' pair programming quality. Further details of the findings are also discussed.

Practitioner notes

What is already known about this topic

Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.
There are different patterns observed in the pair programming process.
Collaborative dialogue patterns found in “expert-novice” pair programming were derived from a single programming task.

What this paper adds

Four collaborative dialogue patterns of pair programming emerged by increasing the different tasks and experiment duration and expanding the sample size, which further verified the stability of the similar patterns in previous studies.
Four collaborative dialogue patterns showed different significant impacts on different students' programming self-efficacy and coding performance.
This study presents the finer-grained characteristics of collaborative interaction in programmer pairs and contributes to the explanation regarding the different effects of pair programming reported in previous studies.

Implications for practice and/or policy

Four collaborative dialogue patterns can help the teachers understand the collaborative process of pair programming between fast- and slow-paced students.
The collaborative dialogue patterns can be used to formulate effective intervention strategies to stimulate the process of collaboration in pairs and applied in future programming education to provide a new path for cultivating and promoting students' programming abilities.
It is worth further investigating the impact of collaborative dialogue patterns on students' computational thinking.

Abstract Image

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结对编程的协作对话模式及其对编程自我效能和编码绩效的影响

本研究的目的是调查结对编程的协作对话模式及其对慢速和快速学生的编程自我效能感和编码表现的影响。46 名研究生参与了这项研究。学生们被要求结对解决编程问题；他们在完成任务时的对话被记录下来。研究采用了滞后序列分析、聚类分析和配对 t 检验等数据分析方法，结果表明：(1) 出现了四种协作对话模式：(1) 出现了四种协作对话模式：讲授、引导、问答（Q&A）和探究模式；(2) 引导和探究模式显著提高了快节奏和慢节奏学生的编程自我效能感，而讲授和问答模式显著提高了慢节奏学生的编程自我效能感，但没有提高快节奏学生的编程自我效能感；(3) 引导和探究模式在提高慢节奏学生的编码成绩方面发挥了重要作用。该研究揭示了协作对话模式与编程自我效能感和编码成绩之间的复杂关系，对学生的结对编程质量产生了重要影响。本文还讨论了研究结果的更多细节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.