Feedback to Improve Collaboration in Pair Programming

• In Event: Teaching Practices to Support Computational Thinking and Computer Science

Abstract

Researchers and practitioners have begun to incorporate collaboration in programming activities because of its reported instructional and professional benefits. However, younger students need appropriate instructions to perform efficiently in an environment that requires a high degree of interpersonal interaction and negotiation. Research shows that students have more productive collaboration if supported with instructor feedback. This study employs an intervention to explore the role teacher-directed feedback plays on elementary students’ dyadic collaborative talk during pair programming. We coded transcribed videos of dyadic collaboration with a modified coding scheme based on Mercer’s (2000) exploratory talk. Quantitative results showed significantly higher use of conversation categories in the feedback intervention group. Results were discussed in terms of group differences in specific conversation categories.

Authors

• Zarifa Zakaria, LearnPlatform

• Jessica Vandenberg, North Carolina State University

• Danielle Cadieux Boulden, Code.org

• Jennifer Tsan

• Kristy E Boyer

• Collin Lynch, North Carolina State University

• Eric N. Wiebe, North Carolina State University