Collaborative Solving of Computer Science Tasks: How Pairs Differ from Individuals?
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| Title: | Collaborative Solving of Computer Science Tasks: How Pairs Differ from Individuals? |
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| Language: | English |
| Authors: | Václav Šimandl, Jirí Vanícek, Václav Dobiáš |
| Source: | Informatics in Education. 2025 24(1):175-198. |
| Availability: | Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Cooperative Learning, Problem Solving, Computer Science, Computer Science Education, Computation, Thinking Skills, Task Analysis, Elementary School Students |
| ISSN: | 1648-5831 2335-8971 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468142 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1648-5831 2335-8971 |
