Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students
Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students
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协作对话和冲突类型：高年级学生结对编程互动分析
DOI：
10.1145/3408877.3432406
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Boyer, Kristy Elizabeth
中科院分区：
文献类型：
--
作者：
Tsan, Jennifer;Vandenberg, Jessica;Zakaria, Zarifa;Boulden, Danielle C.;Lynch, Collin;Wiebe, Eric;Boyer, Kristy Elizabeth
在成功的合作范例中，如结对编程，学生参与富有成效的对话，并努力解决出现的冲突。然而，关于小学生如何参与计算机科学学习的协作对话，人们知之甚少。早期的研究结果表明，这些年轻的学生可能很难处理结对编程过程中出现的冲突。为了调查初级学习者使用的合作对话和他们遇到的冲突，我们分析了十二对五年级学生完成结对编程活动的视频。我们开发了一种新颖的注释方案，重点关注协作对话和冲突。我们发现，学生在不到23%的对话中使用了自我解释、问题生成、理解和赞美等最佳实践对话动作。高冲突的伴侣会对抗他们的伴侣，而低冲突的伴侣则没有这种行为。我们还观察到更多的表扬（例如，“我们做到了！”）和理解（例如，“是的，而且……”）在低冲突配对中比在高冲突配对中。所有的被试都在任务上表现出一些冲突，但高冲突的被试也会在电脑的控制和同伴的贡献上发生冲突。这里提出的结果提供了对年轻学习者在CS问题解决中的协作过程的见解，并且在我们朝着建立支持学生在这种背景下的学习环境的方向发展的过程中，也为教育者提供了启示。
In successful collaborative paradigms such as pair programming, students engage in productive dialogue and work to resolve conflicts as they arise. However, little is known about how elementary students engage in collaborative dialogue for computer science learning. Early findings indicate that these younger students may struggle to manage conflicts that arise during pair programming. To investigate collaborative dialogue that elementary learners use and the conflicts that they encounter, we analyzed videos of twelve pairs of fifth grade students completing pair programming activities. We developed a novel annotation scheme with a focus on collaborative dialogue and conflicts. We found that student pairs used best-practice dialogue moves such as self-explanation, question generation, uptake, and praise in less than 23% of their dialogue. High-conflict pairs antagonized their partner, whereas this behavior was not observed with low-conflict pairs. We also observed more praise (e.g., "We did it!") and uptake (e.g., "Yeah and...") in low-conflict pairs than high-conflict pairs. All pairs exhibited some conflicts about the task, but high-conflict pairs also engaged in conflicts about control of the computer and their partner's contributions. The results presented here provide insights into the collaborative process of young learners in CS problem solving, and also hold implications for educators as we move toward building learning environments that support students in this context.
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DOI：
10.1109/isese.2003.1237973
发表时间：
2003
期刊：
2003 International Symposium on Empirical Software Engineering, 2003. ISESE 2003. Proceedings.
影响因子：
--
作者：
L. Williams;C. McDowell;Nachiappan Nagappan;Julian Fernald;L. Werner
通讯作者：
L. Werner
作为计算机用户的儿童：协作学习的案例
DOI：
10.1016/s0360-1315(97)00067-5
发表时间：
1998
期刊：
Comput. Educ.
影响因子：
--
作者：
C. Crook
通讯作者：
C. Crook
影响因子：
2.7
作者：
Shannon Campe;J. Denner;Emily Green;David M. Torres
通讯作者：
David M. Torres
影响因子：
4.6
作者：
HARTUP, WW;LAURSEN, B;EASTENSON, A
通讯作者：
EASTENSON, A
影响因子：
2.3
作者：
L. Williams;R. Upchurch
通讯作者：
R. Upchurch