Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.
Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.
复制标题
两台计算机结对编程：探索反馈干预以改善小学生的协作谈话。
DOI：
10.1080/08993408.2021.1877987
复制
发表时间：
2021
影响因子：
2.7
通讯作者：
Wiebe, Eric N.
中科院分区：
文献类型：
--
作者：
Zakaria, Zarifa;Vandenberg, Jessica;Tsan, Jennifer;Boulden, Danielle Cadieux;Lynch, Collin F.;Boyer, Kristy Elizabeth;Wiebe, Eric N.
背景和背景研究人员和从业人员已经开始将合作纳入编程，因为它报告的教学和专业的好处。然而，年轻的学生需要指导如何在需要大量人际互动和谈判的环境中合作。以往的研究表明，反馈促进学生的生产性collaboration. ESTA研究采用了干预措施，探讨的作用，导师指导的反馈发挥对小学生的二元合作在2-computer pair programming.MethodWe使用了多研究设计，收集视频数据对学生的二元合作。研究1定性地探讨了二人合作的编码视频成绩单的四个二人组，指导研究2的设计，检查会话的六个二人组使用MANOVA和非参数tests.FindingsResult从研究2表明，学生接受反馈使用生产会话类别显着高于控制条件下的样本组考虑。结果进行了讨论，在特定的会话categories.ImplicationsOur研究强调如何支持学生在对编程的情况下，使他们能够最大限度地通过这些经验提供的好处。
Background and ContextResearchers 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.ObjectiveThis study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming.MethodWe 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.FindingsResult 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.ImplicationsOur study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.