核心概念
Pair programming is a collaborative learning approach in computer science education that promotes communication skills, but communication breakdowns pose significant challenges. This study uses eye-tracking data, questionnaires, and focus group interviews to provide multifaceted insights into the communication dynamics between students and experts during pair programming sessions.
要約
The study explored communication dynamics in pair programming (PP) for computer science (CS) education using a triangulation approach involving eye-tracking data, questionnaires, and focus group interviews (FGIs).
Key findings:
- Eye-tracking analysis revealed distinct patterns in fixation duration and saccades across different group compositions and roles, indicating changes in communication skills. Experts exhibited longer fixation durations in answer and non-answer segments, suggesting they devoted more time to assisting novices. Students in mixed groups showed the longest fixation duration on the screen, suggesting a preference for communicating with experts over focusing on the tasks.
- Questionnaire results from the Conversational Skills Rating Scale (CSRS) showed that both experts and students perceived better communication when paired with experts compared to students.
- FGIs provided further insights:
- Preference of Experts and Students in PP: Both experts and students recognized the value of pairing with experts, as experts enhanced communication and confidence levels among students. Experts felt increased pressure and responsibility when paired with students.
- Differences in Communication Styles: Students noted a more instructional, lecturer-student dynamic when paired with experts, while student pairings engaged in more discussion-oriented communication.
- Behavioral Patterns in Problem-Solving: Participants prioritized solving the tasks over communication, leading to less interaction, especially during challenging tasks. The limited Zoom screen led participants to focus more on the code than on Zoom interaction.
The study highlights the importance of understanding group dynamics and enhancing communication skills through pair programming for successful outcomes in computer science education.
統計
The average duration of whole fixations was significantly different between positions (U = 0.533, p < .001) and roles (U = 0.530, p < .001).
The number of whole fixations exhibited considerable differences between positions (U = 0.526, p < .001) and between roles (U = 0.531, p < .001).
The number of saccades showed notable differences in various positions (U = 0.536, p < .001), roles (U = 0.534, p < .001), and groups (KW = 6.346, p < .05).
引用
"Yeah, the communication skills were better when I worked with an expert."
"Maybe because I was in the expert group, I felt more responsible and nervous."
"If you're working with a student, you'll probably feel more like obligated to explain why there's a mistake there or what kind of mistake it is or something. And they tend to expect the expert to help them out. And it would be more pressure on me as an expert."
"I felt like there was a big difference in confidence between students and experts. When comparing my experience with a student, he tried to help and throw some questions at me, and it made it a better conversation..."
"With the expert, I actually felt quite comfortable, so I asked a lot of questions because I wanted to understand what was happening."
"For me, the experiment I had with the expert was more like a lecturer style. And when I was working with a student, it took us around the same time to think about the errors. But it was more like a discussion instead of a lecture style."
"When I worked with the expert, I was definitely more silent because I was thinking, and he already had the answer. But when I was working with a student, I had to speak up more to encourage my partner. And I was more the lecturer."
"If it's something easy, then I do tend to talk more because it's much easier to notice mistakes while talking. But if it's difficult, I would, like, just completely filter out the other person while I'm trying to solve it."
"I was just focused on the code."
"First of all, I had to focus on the codes. So, most of the time, I wasn't really looking at the small window on the screen of my partner."