Solo or Pair Programming for K-12 Students? Learning Outcomes and In-Game Behaviors in a Game-Based Learning Environment
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| Title: | Solo or Pair Programming for K-12 Students? Learning Outcomes and In-Game Behaviors in a Game-Based Learning Environment |
|---|---|
| Language: | English |
| Authors: | Hunhui Na (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2026 70(1):200-225. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Secondary School Students, Game Based Learning, Cooperative Learning, Skill Development, Computation, Thinking Skills, Learning Analytics, Student Attitudes, Student Behavior, Grade 6, Computer Games, Programming, Design, Coding, Independent Study |
| DOI: | 10.1007/s11528-025-01142-5 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Pair programming is considered an effective collaborative strategy for developing computational thinking (CT), but its impact on K-12 students remains inconclusive. Employing a learning analytics approach, this study compares the effects of pair and solo programming on K-12 students' CT skills, attitudes, and in-game behaviors. Two sixth-grade classes assigned to solo (n = 22) or pair programming (n = 21) groups participated in a six-week intervention using an online game-based learning environment. Both groups showed improvements in CT skills and attitudes, but the solo programming group achieved greater CT skill gains. In-game logs revealed solo programmers focused more on game creation and less on game remixing. The solo programmers also designed a more complex gameworld and used more coding blocks; however, the complexity of the programming codes remained similar between groups. These findings highlight the distinct benefits of each approach: solo programming fosters self-directed trial-and-error experimentation, while pair programming promotes collaboration and openness to diverse perspectives through shared exploration of others' creations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505920 |
| Database: | ERIC |
| Abstract: | Pair programming is considered an effective collaborative strategy for developing computational thinking (CT), but its impact on K-12 students remains inconclusive. Employing a learning analytics approach, this study compares the effects of pair and solo programming on K-12 students' CT skills, attitudes, and in-game behaviors. Two sixth-grade classes assigned to solo (n = 22) or pair programming (n = 21) groups participated in a six-week intervention using an online game-based learning environment. Both groups showed improvements in CT skills and attitudes, but the solo programming group achieved greater CT skill gains. In-game logs revealed solo programmers focused more on game creation and less on game remixing. The solo programmers also designed a more complex gameworld and used more coding blocks; however, the complexity of the programming codes remained similar between groups. These findings highlight the distinct benefits of each approach: solo programming fosters self-directed trial-and-error experimentation, while pair programming promotes collaboration and openness to diverse perspectives through shared exploration of others' creations. |
|---|---|
| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-025-01142-5 |
