Multimodal Dialogue System for Pair Programming

结对编程已被证明以不同的方式使学生受益：直接地，通过提高方案的质量和增加学习收益，但从长远来看，也通过提高课程保留率(Hanks等人，2011年)。在课堂环境中，它也有社会效益，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，这对教师也是有益的，他们将减少问题的负担(同上)。然而，实施配对编程并不是没有挑战。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)，或者确保双方都能参加课堂课程或在其他地方安排会议(Hanks等人，2011年)。此外，合作伙伴的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，而技能较低的学生可能会产生一种不利于学习的消极态度(曹&Xu，2005，in Hanks et al.，2011)。

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).