Empirical assessment of the adoption, use, and effects of pair programming

Developing large software systems requires team work, which in turn calls for lots of communication within the team. However, programming is typically conducted alone by individual software developers. Pair programming, where two persons actively collaborate in the implementation of a single task, is an alternative way of developing software. It has been proposed as a means to increasing software quality, knowledge transfer and learning, among other things. This research studied the adoption, use, and effects of pair programming through a literature study and three empirical studies. The literature study was a systematic mapping study of the previous pair programming research in the industry. The empirical studies consisted of two long industry case studies and an experiment where project teams consisting of experienced students conducted a moderately large software development project. The systematic mapping study analyzed the content of 154 papers. It identified industrially relevant aspects of pair programming and organized them as a pair programming framework containing additional and more detailed aspects of pair programming over the previously published frameworks. The framework grouped all the identified aspects under eighteen factors of pair programming, for which their state of research was analyzed. The analysis showed that of many factors, only a few or no studies had been conducted using rigorous research approaches and data collection methods. The adoption and use of pair programming were analyzed in the two case studies. In the larger, more established organization, there were issues with adoption, related to both infrastructure and organizing of pair programming. A separate pair programming room was a successful solution to the infrastructural issues. However, lack of time for pair programming due to insufficient organizing of its use, remained an issue at the end of the study. The effects of pair programming on software quality and developers' knowledge were positive in all three empirical studies, but the development effort for individual tasks increased. The increase in effort occurred mainly when using pair programming for simple tasks or during the beginning of a project, when the developers were learning pair programming and getting to know one another

Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach

Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples

The impact of using pair programming on system evolution a simulation-based study

In this paper we investigate the impact of pair--programming on the long term evolution of software systems. We use system dynamics to build simulation models which predict the trend in system growth with and without pair programming. Initial results suggest that the extra effort needed for two people to code together may generate sufficient benefit to justify pair programming.Peer reviewe

Educating programmers: A reflection on barriers to deliberate practice

Copyright @ 2013 HEAProgramming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviors can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytic and adaptable approaches, which could include soft scaffolding, ongoing detailed formative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers

Learning Dimensions: Lessons from Field Studies

In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming "Learning Dimensions" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design