Online pair-programming
Elementary school children learning scratch together online
Bibliographic Data
| ID | 21744191 |
|---|---|
| Authors | Liat Bodaker (Technion – Israel Institute of Technology), Rinat B Rosenberg‐Kima (0000-0001-8199-8869, Technion – Israel Institute of Technology, corresponding author) |
| Year | 2023 |
| Volume | 55 |
| Issue | 5 |
| Pages | 799-816 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2022.2036653 |
| OpenAlex | W4213343945 |
| Language | EN |
| Citations received | 3 |
| References cited | 39 |
The COVID-19 pandemic raised the need to examine online learning methods also in young children. This study examined elementary school children’s performance and attitudes during and toward an online programming learning activity utilizing the pair-programming Agile method that may foster 21st-century skills, including collaboration and computational thinking. Forty 4th–6th grade children with basic programming knowledge of Scratch were randomly assigned to either a pair-programming or solo-programming condition. Overall, children in both conditions enjoyed the online learning activity and completed it successfully. In particular, pair-programming seemed to entail an extra benefit to girls who generally preferred working in pairs. Nevertheless, children in the pair condition took longer to complete all tasks, perceived the third task, which was completed individually, as more difficult, and were less active when their partner was more competent. Implications for post-COVID-19 learning are discussed
Agile software development · Computer programming · Mathematics education · Multimedia · Pair Programming · Programming language · Scratch · Software development · Software engineering · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Software Engineering Techniques and Practices · Teaching and Learning Programming
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |