Multimodal Dialogue System for Pair Programming

结对编程多模态对话系统

• 批准号: 2646305
• 金额: --
• 依托单位: The Open University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2646305
• 关键词: Multimodal; Dialogue; System; Pair; Programming

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).

结对编程已被证明可以通过不同的方式使学生受益：直接地，通过提高课程质量和增加学习收益，而且从长远来看，通过提高课程保留率（Hanks et al., 2011）。在课堂环境中，它也具有社会效益，帮助学生与同龄人互动并形成支持小组（同上）。除了帮助学生之外，它对教师也有好处，他们将减轻问题的负担（同上）。但是，实施结对编程并非没有挑战。其中一个挑战可能是提供足够的设备（例如重复的外围设备）或确保双方都可以参加课堂会议或在其他地方安排会议（Hanks 等，2011）。此外，合作伙伴兼容性有时可能是一个问题。例如，当合作伙伴之间的技能差距太大时，这可能会导致技能较高的学生感到沮丧，而技能较差的学生则可能会采取不利于学习的消极态度（Cao & Xu，2005，in Hanks et al.，2011）。