Enhancing Programming Pair Workshops: The Case of Teacher Pre-Prompting
Abstract
This paper explores the pedagogical potential of "teacher pre-prompting" as a means of guiding student collaboration in programming education. In particular, we investigate how brief teacher-initiated questions posed before students engage in pair programming workshops can help shape problem interpretation and division of labor. Based on qualitative analysis of video data from a university course in systems development, we identify five distinct pre-prompting patterns. Our findings suggest that such prompts can foster structured discussions, clarify task requirements, and create opportunities for shared learning experiences.
Keywords
Cite
@article{arxiv.2506.20299,
title = {Enhancing Programming Pair Workshops: The Case of Teacher Pre-Prompting},
author = {Johan Petersson},
journal= {arXiv preprint arXiv:2506.20299},
year = {2025}
}
Comments
10 pages, 2 figures. Author's preprint of article published in SIGED/ECISER 2024 via AIS Electronic Library. The published version is available at: https://aisel.aisnet.org/siged2024/15/