The costs and benefits of pair programming
Extreme programming examined
The effects of pair-programming on performance in an introductory programming course
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Improving the CS1 experience with pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Strengthening the Case for Pair Programming
IEEE Software
Using game days to teach a multiagent system class
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Agent-based cooperative learning: a proof-of-concept experiment
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Age of computers: game-based teaching of computer fundamentals
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Closed laboratories with embedded instructional research design for CS1
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Student competitions and bots in an introductory programming course
Journal of Computing Sciences in Colleges
Computer-Supported Structured Cooperative Learning
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Concept inventories in computer science for the topic discrete mathematics
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
International Journal of Artificial Intelligence in Education
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We apply the Jigsaw cooperative learning model to our CS1 closed labs. The Jigsaw cooperative learning model assigns students into main groups in which each group member is responsible for a unique subtask, gathers all students responsible for the same subtask into a same focus group for focused exploration, returns all students to their original main groups for reporting and reshaping, and then each group integrates the solutions for the subtasks from its members. For our study, we used the Jigsaw model in three CS1 closed labs. For each, there were three sections: (1) students worked individually, (2) students worked in groups using Jigsaw, and (3) students worked in groups using a computer-supported Jigsaw environment. The post-test scores of the three sections are compared to study the impact of Jigsaw and the feasibility of using a computer-supported Jigsaw design. Further, we investigate how the three lab topics (debugging, unified modeling language (UML), and recursion) affected impact of Jigsaw model on student performance.