Multimodal Dialogue System for Pair Programming

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Pair-programming has been shown to benefit students in different ways: directly, by improving the quality of their programs and increasing learning gains, but also in the long run, by improving course retention (Hanks et al., 2011). In classroom settings, it has social benefits as well, helping students interact with their peers and form support groups (ibid). In addition to helping students, it can be beneficial to instructors, who will be less burdened with questions (ibid).However, implementing pair-programming is not without challenges. One such challenge may be providing adequate equipment (e.g. duplicate peripheral devices) or ensuring that both partners can attend a class session or schedule a meeting elsewhere (Hanks et al., 2011). Additionally, partner compatibility may sometimes be an issue. For instance, when there is too great a skill gap between partners, this may result in frustration for the more skilled student, and a passive attitude not conducive to learning for the less skilled student (Cao & Xu, 2005, in Hanks et al., 2011).