This preliminary study explores the psychological aspects of pair programming in software engineering education. It highlights findings that demonstrate the increased intrinsic motivation associated with distinct pair programming roles compared to individual programming. Utilizing a Self-determination framework, the research indicates that such motivational dynamics can improve creativity, problem-solving skills, and overall performance in students. The study advocates for incorporating pair programming into curricula based on evidence from both quantitative and qualitative results. However, it acknowledges variability in student preferences for pairing roles, emphasizing the importance of individualized approaches in education.
The results indicate that pair programming roles are intrinsically more motivating for university students than solo programming, leading to enhanced creativity and better problem-solving.
Our findings suggest that introducing pair programming in software engineering courses can foster autonomous motivation, which aligns students' interests with their actions and enhances their performance.
While both pilot and navigator roles show higher motivation levels, individual preferences vary, indicating that some students might favor one role over the other.
Understanding the psychological aspects of pairing is crucial for educational settings, as it can improve learning outcomes and contribute to the development of AI pairing software.
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