Collaborative Solving of Computer Science Tasks: How Pairs Differ from Individuals?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43909746" target="_blank" >RIV/60076658:12410/25:43909746 - isvavai.cz</a>

Výsledek na webu

<a href="https://infedu.vu.lt/journal/INFEDU/article/802/info" target="_blank" >https://infedu.vu.lt/journal/INFEDU/article/802/info</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15388/infedu.2025.06" target="_blank" >10.15388/infedu.2025.06</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Collaborative Solving of Computer Science Tasks: How Pairs Differ from Individuals?

Popis výsledku v původním jazyce

Research on collaborative learning of computer science has been conducted primarily in programming. This paper extends this area by including short tasks (such as those used in contests like the Bebras Challenge) that cover many other computer science topics. The aim of this research is to explore how problem-solving in pairs differs from individual approaches when tackling contest tasks. An observational study was conducted on tens of thousands of contestants aged 8-12 years. Statistical tests showed that, compared to individuals, pairs have a higher ratio of correct answers and solve slightly more tasks. They seem to be more successful in some components of computational thinking and are more confident in their answers. In tasks with instant feedback, pairs find the correct solution faster than individuals. As the age of the pupils increases, a trend of decreasing advantages of working in pairs can be observed. These results could be useful for curriculum makers who create computer science textbooks.

Název v anglickém jazyce

Collaborative Solving of Computer Science Tasks: How Pairs Differ from Individuals?

Popis výsledku anglicky

Research on collaborative learning of computer science has been conducted primarily in programming. This paper extends this area by including short tasks (such as those used in contests like the Bebras Challenge) that cover many other computer science topics. The aim of this research is to explore how problem-solving in pairs differs from individual approaches when tackling contest tasks. An observational study was conducted on tens of thousands of contestants aged 8-12 years. Statistical tests showed that, compared to individuals, pairs have a higher ratio of correct answers and solve slightly more tasks. They seem to be more successful in some components of computational thinking and are more confident in their answers. In tasks with instant feedback, pairs find the correct solution faster than individuals. As the age of the pupils increases, a trend of decreasing advantages of working in pairs can be observed. These results could be useful for curriculum makers who create computer science textbooks.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Informatics in Education

ISSN

1648-5831

e-ISSN

2335-8971

Svazek periodika

24

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

24

Strana od-do

175-198

Kód UT WoS článku

001466058000006

EID výsledku v databázi Scopus

2-s2.0-105002421602