La programación por pares en la educación. Un mapeo de la literatura hasta 2022.
Resumen
La Programación por pares (PP) es una técnica para crear programas informáticos de alta calidad en poco tiempo. Esta manera de trabajar ha beneficiado a las empresas y ha favorecido la enseñanza-aprendizaje de la programación. En este artículo se presenta un mapeo de la literatura con los artículos sobre la PP en el área educativa que se encontraron en Web of Science hasta octubre 30 del 2022. Los resultados muestran que el tema posee un interés creciente en los últimos cinco años; sin embargo, aun así, es un tema poco abordado. Por otra parte, Estados Unidos es el país con mayor número de investigaciones sobre PP mientras que los países latinoamericanos no investigan activamente sobre este tema.
Citas
Asnawi, A. L., Ahmad, A., Mohamed Azmin, N. F., Ismail, K., Jusoh, A. Z., Ibrahim, S. N., & Mohd Ramli, H. A. (2019). The Needs of Collaborative Tool for Practicing Pair Programming in Educational Setting. International Journal of Interactive Mobile Technologies (IJIM), 13(07), 17. https://doi.org/10.3991/ijim.v13i07.10722
Ayub, M., Karnalim, O., Risal, R., Senjaya, W. F., & Wijanto, M. C. (2019). Utilizing Pair Programming to Enhance the Performance of Slow-Paced Students on Introductory Programming. Journal of Technology and Science Education, 9(3), 357–367. https://doi.org/doi.org/10.3926/jotse.638
Beck, K., & Andres, C. (2004). Extreme Programming Explained: Embrace Change. Addison-Wesley Professional.
Beck, K., Beedle, M., Bennekum, A. van, Cockburn, A., Cunningham, W., Fowler, M., James, G., Hunt, A., Jeffries, R., Kern, J., Marick, B., Martin, R., Mellor, S., Schwaber, K., Sutherland, J., & Thomas, D. (2001). Manifiesto ágil. Agilealliance.Org. https://agilemanifesto.org/iso/es/manifesto.html
Celepkolu, M., & Boyer, K. E. (2018). The importance of producing shared code through pair programming. SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 2018-Janua, 765–770. https://doi.org/10.1145/3159450.3159516
Chen, K., & Rea, A. (2018). Do Pair Programming Approaches Transcend Coding? Measuring Agile Attitudes in Diverse Information Systems Courses. Journal of Information Systems Education, 29(2), 53–64.
Clarivate. (2022). Web of Science. webofscience.com
Dalton, J. (2019). Great Big Agile. In Great Big Agile. https://doi.org/10.1007/978-1-4842-4206-3
Karthiekheyan, K., Ahmed, I., & Jayalakshmi, J. (2018). Pair Programming for Software Engineering Education: An Empirical Study. The International Arab Journal of Information Technology, 15(2).
Malik, S. I., Shakir, M., Eldow, A., & Ashfaque, M. W. (2019). Promoting algorithmic thinking in an introductory programming course. International Journal of Emerging Technologies in Learning, 14(1), 84–94. https://doi.org/10.3991/ijet.v14i01.9061
Nurbekova, Z., Grinshkun, V., Aimicheva, G., Nurbekov, B., & Tuenbaeva, K. (2020). Project-based learning approach for teaching mobile application development using visualization technology. International Journal of Emerging Technologies in Learning, 15(8), 130–143. https://doi.org/10.3991/IJET.V15I08.12335
Papadakis, S. (2019). Evaluating the efficiency of two programming environments in shaping novices’ attitudes, perceptions, beliefs and knowledge in programming: a comparison between Scratch and App Inventor. International Journal of Teaching and Case Studies, 10(1), 31. https://doi.org/10.1504/ijtcs.2019.096871
Poonam, R., & Yasser, C. M. (2018). An experimental study to investigate personality traits on pair programming efficiency in extreme programming. 2018 5th International Conference on Industrial Engineering and Applications, ICIEA 2018, 95–99. https://doi.org/10.1109/IEA.2018.8387077
Roque Hernández, R., Salinas Escandón, J. M., & López Mendoza, A. (2015). La complejidad de entender y enfrentar la formación de futuros desarrolladores de software. Ciencia Ergo Sum, 22(2), 153–159.
Saltz, J. S., & Shamshurin, I. (2017). Does pair programming work in a data science context? An initial case study. Proceedings - 2017 IEEE International Conference on Big Data, Big Data 2017, 2348–2354. https://doi.org/10.1109/BigData.2017.8258189
Smith, M. O., Giugliano, A., & Deorio, A. (2018). Long Term Effects of Pair Programming. IEEE Transactions on Education, 61(3), 187–194. https://doi.org/10.1109/TE.2017.2773024
Umapathy, K., & Ritzhaupt, A. D. (2017). A meta-analysis of pair-programming in computer programming courses: Implications for educational practice. ACM Transactions on Computing Education, 17(4), 1–13. https://doi.org/10.1145/2996201
Universidad Autónoma de Tamaulipas. (2022). Universidad Autónoma de Tamaulipas. www.uat.edu.mx
Villamor, M., & Rodrigo, M. M. (2018). Predicting successful collaboration in a pair programming eye tracking experiment. UMAP 2018 - Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization, 263–268. https://doi.org/10.1145/3213586.3225234
Yuan, H., & Cao, Y. (2019). Hybrid Pair Programming - A Promising Alternative to Standard Pair Programming. 7. https://doi.org/10.1145/3287324.3287352
