CoChat
Sign Up
Cited by 31Teaching and Learning ProgrammingInnovative Teaching and Learning MethodsProblem and Project Based Learning

Getting By With Help From My Friends: Group Study in Introductory Programming Understood as Socially Shared Regulation

Open access
Prather, James, Margulieux, Lauren, Whalley, Jacqueline, Denny, Paul, Reeves, Brent N., Becker, Brett A., Singh, Paramvir, Powell, Garrett +1 more·2022·Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1
DOI 10.1145/3501385.3543970
Open this paper in CoChat — free accountOpen PDF

Abstract

Background and Context. Metacognitive skills are important for all students learning to program and interest in applying pedagogical approaches in early programming courses that focus on metacognitive aspects is growing. However, most studies of such approaches are not rigorously based in theory, and when they are, almost always utilize foundational education and psychology theories from as far back as the 1970s. More recent theory is less tested, and not all relevant metacognitive theories have been explored in the computing education research literature.

Integrity signals

Registry

Crossref · 10.1145/3501385.3543970

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Still others utilized Copilot like a colleague who can help when stuck, matching the idea of Copilot as an AI pair programmer.

    “Still others utilized the system like a colleague who can help them when stuck, a behavior previously documented between students co-regulating their learning in study groups [69], and which matches the idea of Copilot being 'your AI pair programmer.'”

    From “It’s Weird That it Knows What I Want”: Usability and Interactions with Copilot for Novice Programmers (2024) · cites this paper as [69]

Cites

Flagged first, then by citations

Cited by

Sorted by citations

  • “It’s Weird That it Knows What I Want”: Usability and Interactions with Copilot for Novice Programmers

    Prather, J., Reeves, B. N., Denny, P., Becker, B. A., Leinonen, J., Luxton-Reilly, A., Powell, G., Finnie-Ansley, J., & Santos, E. A. (2024) · ACM Transactions on Computer-Human Interaction · doi:10.1145/3617367 · Cited by 256 · see citing works

    “Still others utilized the system like a colleague who can help them when stuck, a behavior previously documented between students co-regulating their learning in study groups [86], and which matches the idea of Copilot being łyour AI pair programmer.”
    BackgroundSelf-citation

  • Developing Novice Programmers’ Self-Regulation Skills with Code Replays

    Xie, B., Lim, J. O., Pham, P. K. D., Li, M., & Ko, A. J. (2023) · Proceedings of the 2023 ACM Conference on International Computing Education Research V.1 · doi:10.1145/3568813.3600127 · Cited by 18 · see citing works

  • "It's Weird That it Knows What I Want": Usability and Interactions with Copilot for Novice Programmers

    Prather, J., Reeves, B. N., Denny, P., Becker, B. A., Leinonen, J., Luxton-Reilly, A., Powell, G., Finnie-Ansley, J., & Santos, E. A. (2023) · arXiv

    “Still others utilized the system like a colleague who can help them when stuck, a behavior previously documented between students co-regulating their learning in study groups [86], and which matches the idea of Copilot being łyour AI pair programmer.”
    BackgroundSelf-citation

Authors
Prather, J., Margulieux, L., Whalley, J., Denny, P., Reeves, B. N., Becker, B. A., Singh, P., Powell, G., & Bosch, N.
Affiliations
  • Abilene Christian University (US)
  • Georgia State University (US)
  • Auckland University of Technology (NZ)
  • University of Auckland (NZ)
  • University College Dublin (IE)
  • University of Illinois Urbana-Champaign (US)
ORCID
Venue
Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1
Publisher
ACM
Published
2022-08-03
Pages
164-176
DOI
10.1145/3501385.3543970
OpenAlex
W4289731731
Cited by
31
References
7
Citations by year
2026: 5 · 2025: 6 · 2024: 7 · 2023: 12 · 2022: 1
FWCI
8.48
Type
conference paper
Language
en
Open access
Licence
Locations
  • ACM Conference on International Computing Education Research (ICER) (publishedVersion, cc-by-nc-sa)
  • Tuwhera (Auckland University of Technology) (submittedVersion)
Funders
National Science Foundation (1941642)
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Problem and Project Based Learning
Keywords
group study, introductory programming, metacognition, socially shared regulation, peer learning, metacognitive skills, programming education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review