Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students

ABSTRACT

Background and Context

Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates that feedback fosters students’ productive collaboration.

Objective

This study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming.

Method

We used a multi-study design, collecting video data on students’ dyadic collaboration. Study 1 qualitatively explored dyadic collaboration by coding video transcripts of four dyads which guided the design of Study 2 that examined conversation of six dyads using MANOVA and non-parametric tests.

Findings

Result from Study 2 showed that students receiving feedback used productive conversation categories significantly higher than the control condition in the sample group considered. Results are discussed in terms of group differences in specific conversation categories.

Implications

Our study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.

KEYWORDS:

• Pair programming
• collaboration
• elementary school
• feedback
• intervention

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Science Foundation [1721000].

Notes on contributors

Zarifa Zakaria

Zarifa Zakaria is a Ph.D. candidate in Teacher Education and Learning Sciences specializing in Educational Psychology at North Carolina State University. She is working as a research assistant under the supervision of Dr. Eric N. Wiebe at the Friday Institute of Educational Innovations. Her research interests include students’ discourse during computer-supported collaboration, understanding students’ motivation towards collaboration and ways to support students in collaboration.  LinkedIn: https://www.linkedin.com/in/zarifa-zakaria-06450663/

Jessica Vandenberg

Jessica Vandenberg is a PhD candidate in Educational Psychology at North Carolina State University. She is a College of Education Research Fellow at the Friday Institute of Educational Innovation where her research has largely focused on elementary-aged students' discourse as they learn how to collaborate in programming environments.

Jennifer Tsan

Dr. Jennifer Tsan is a postdoctoral researcher in the Department of Computer Science at the University of Chicago. Her research primarily focuses on supporting elementary students learning computer science. She completed her doctoral research on supporting collaborative programming between upper elementary students in the Computer Science department at North Carolina State University.

Danielle Cadieux Boulden

Dr. Danielle Cadieux Boulden is a Research Scientist at the Center for Educational Informatics in North Carolina State University’s Computer Science Department. Her research interests include developing K-12 teacher and student capacity with computational thinking and computer science practices, digital game-based learning, and teacher self-efficacy for technology integration.

Collin F. Lynch

Dr. Collin F. Lynch is an Assistant Professor in the Department of Computer Science at North Carolina State University. His research is focused on the development of robust intelligent learning environments and adaptive platforms for Ill-Defined domains such as scientific writing, law, and software development.  He completed his doctoral research in Intelligent Systems at the University of Pittsburgh where he was affiliated with the Learning Research and Development Center.

Kristy Elizabeth Boyer

Dr. Kristy Elizabeth Boyer is an Associate Professor in the Department of Computer & Information Science & Engineering and the Department of Engineering Education at the University of Florida. Her research focuses on how natural language dialogue and intelligent systems can support human learning across educational contexts including within and outside the classroom. Her research group builds computational models of the processes and phenomena during dialogue and learning, and these models drive the adaptivity of intelligent systems.

Eric N. Wiebe

Dr. Eric N. Wiebe is a Professor in the Department of STEM Education at NC State University and Senior Research Fellow at the Friday Institute for Educational Innovation. Dr. Wiebe has worked in computer science education research for the last 20 years. A particular focus has been on computational thinking, CS/CT curricular integration, and collaborative programming in Grades 4-8.