Context. Pair programming (PP) has been found to increase student interest in Computer Science, particularly so for women, and would therefore appear to be a way to help remedy their under-representation, which could be partially motivated by gender stereotypes applied to software engineers, assuming that men perform better than their women peers. If this same bias is present in pair programming, it could work against the goal of improving gender balance. Objective. In a remote setting in which students cannot directly observe their peers, we aim to explore whether they behave differently when the perceived gender of their remote PP partners changes, searching for differences in (i) the perceived productivity compared to solo programming; (ii) the partner's perceived technical competency compared to their own; (iii) the partner's perceived skill level; (iv) the interaction behavior, such as the frequency of source code additions, deletions, etc.; and (v) the type and relative frequencies of dialog messages in a chat window. Method. Using the twincode platform, several behaviors are automatically measured during the remote PP process, together with two questionnaires and a semantic tagging of the pairs' chats. A series of experiments to identify the effect, if any, of possible gender bias shall be performed. The control group will have no information about their partner's gender, whereas the treatment group will receive such information but will be selectively deceived about their partner's gender. For each response variable we will (i) compare control and experimental groups for the score distance between two in-pair tasks; then, using the data from the experimental group only, we will (ii) compare scores using the partner's perceived gender as a within-subjects variable; and (iii) analyze the interaction between the partner's perceived gender and the subject's gender.
翻译: Pair 编程 (PP) 已经发现提高了学生对计算机科学的兴趣,尤其是对妇女的兴趣,因此,这似乎是帮助纠正其代表性不足的一种方法,其部分动机可能是对软件工程师适用的性别陈规定型观念,假定男性的表现优于女性同行;如果在配对编程中出现同样的偏见,它可能不利于改善性别平衡的目标。 目标。 在学生无法直接观察同龄人的远程环境中,我们的目标是探索他们是否在远程PP伙伴的感知性别变化中表现不同,寻找以下两方面的差异:(一) 与单人编程相比的感知生产率;(二) 伙伴认为的技术能力与其自己的相比;(三) 伙伴认为的技能水平;(四) 互动行为,如在配方编程中增加源代码的频率、删除等;(五) 聊天窗口中对话信息的类型和相对频率。 方法。我们利用双码平台,在远程PP进程期间,与两个问卷和对配方的评分上的差异;(二) 伙伴认为的技术能力与自己比较;(三) 伙伴的认知技能水平水平水平水平水平水平水平,将进行一系列的实验,我们将利用每组之间的性别偏差数据,然后分析。