#Catherine full body walkthrough code

PRISMA guidelines were followed to identify, select, and review relevant research and report results. This paper presents a systematic literature review characterizing the methodological properties of usability studies conducted on educational and learning technologies in the past 20 years. Our findings have implications for researchers, practitioners, and educators to promote gender inclusivity in collaborative environments. Further, qualitative analysis of interviews gave insights to several challenges CS students face in same and mixed-gender pairs when programming remotely. Men participants felt their men partners were more rude and gave more negative feedback than women partners. Quantitative analysis of the survey data using ANOVA and pairwise t-tests indicated that women participants reported their men partners made gender-based assumptions about them, and felt dominated and interrupted with men partners. The survey questions were adapted from established literature on gender differences in the fields of education, communication, management, human-robotic interaction, and human-computer interaction. To understand these effects, we conducted a large-scale survey to investigate differences between men and women as well as same- and mixed-gender pairs. Gender gaps persist in CS classes and workplaces, which may negatively impact the way pairs coordinate, communicate, and collaborate. The COVID-19 pandemic increased the prevalence of remote pair programming.

#Catherine full body walkthrough code

Remote pair programming research indicates benefits for CS students, increasing productivity, code quality, teamwork, knowledge management, and morale.