This preliminary study investigates the psychology of pair programming in software engineering education, focusing on students' perceptions of roles and intrinsic motivation. Through a mixed-methods research design, including quantitative analysis and qualitative interviews, the study involved 35 students across four experimental sessions. Results indicated varying levels of intrinsic motivation linked to their assigned roles: pilot, navigator, or solo. The insights obtained aim to inform future research on improving pairing with artificial intelligence in software engineering contexts.
The study explores pair programming’s impact on students’ intrinsic motivation by examining the roles of pilot, navigator, and solo work in a classroom setting.
Findings suggest that students’ attitudes towards their roles in pair programming are influenced by their intrinsic motivation levels, which diverge across different roles.
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