Collaborative Behavior Patterns of Students in Programming Instruction

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

The influence of the opponent's quality on team offensive efficacy in youth football: an observational study with sequential analysis (La influencia de la calidad del oponente en la eficacia ofensiva del equipo en el fútbol juvenil: un estudio observacio

The aim of this study was to investigate the influence of the opponent’s quality on teams’ offensive efficacy of a Brazilian youth football team. The sample comprised 1.304 offensive sequences, from a U-17 team of the Paraná championship. The offensive sequences were divided according to the opponent’s quality (“high quality”, “intermediate quality” and “low quality”). Team’s offensive patterns were analysed through Lag Sequential Analysis. Thus, SoccerEye and SDIS-GSEQ software’s were used (p≤.05; z≥1.96). Offensive patterns with efficacy occurred mainly from directly ball recoveries (lag -5: z=3.13; lag -3: z=2.93), with progression through ball conduction (lag -4: z=2.85; lag -3: z=2.40; lag -2: z=2.64) and dribble (lag -5: 2.62; lag -2: z=2.51; lag -1: z=2.13; 1.97), playing between the lines against the opponent's last defenders’ line (lag -1: z=3.42; 2.72; 2.05; lag 0: z=4.65; 5.06; 3.15; 3.02) or performing rupture unmarks for the empty space between the goalkeeper and the last defensive line (lag -4: z=3.11; lag -1: z=3.48; lag 0: z=4.13; 7.80). Pressed numerical equality in game centre at defensive zones stimulated the possession loss (lag -2: z= 2.06; lag -1: z=3.01; lag 0: z=3.41; 1.96), demonstrating the importance of the numerical and spatial relationship for the effectiveness of actions. The opponent’s quality generated some oscillations in the patterns, nonetheless, in most patterns this team maintained similar behaviours. Considering this youth team, it is suggested that players be encouraged, regardless of the opponent's quality, to advance quickly from the defensive field; dominates the spaces between the lines; perform dribble, ball conduction and rupture unmarks towards the space between the goalkeeper and the opponent's last defensive line; in addition to pressing the opponent into their own field. Resumen: El objetivo de este estudio fue investigar la influencia de la calidad del oponente en la eficacia ofensiva de un equipo de fútbol Juvenil de Brasil. Se analizaron 1.304 secuencias ofensivas, extraído de 17 partidos de este equipo en el Campeonato Sub-17 de Paraná, 2019. Las secuencias ofensivas se dividieron según la calidad del oponente ("alta calidad", "calidad intermedia" y "baja calidad"). Los patrones ofensivos del equipo se analizaron a través del análisis secuencial de retardos. Por lo tanto, se utilizaron los softwares SoccerEye y SDIS-GSEQ (p≤.05; z≥1.96). Los patrones ofensivos con eficacia ocurrieron principalmente a partir de recuperaciones directas de balón (lag -5: z=3.13; lag -3: z=2.93), con progresión a través de conducción (lag -4: z=2.85; lag -3: z=2.40; lag -2: z=2.64) y gambeta (lag -5: 2.62; lag -2: z=2.51; lag -1: z=2.13; 1.97), jugando entre líneas contra la última línea de defensores del oponente (lag -1: z=3.42; 2.72; 2.05; lag 0: z=4.65; 5.06; 3.15; 3.02) o realizando desmarques de ruptura para el espacio vacío entre el portero y la última línea de defensa (lag -4: z=3.11; lag -1: z=3.48; lag 0: z=4.13; 7.80). La igualdad numérica presionada en el centro de juego en las zonas defensivas estimuló la pérdida de posesión (lag -2: z= 2.06; lag -1: z=3.01; lag 0: z=3.41; 1.96), demostrando la importancia de la relación numérica y espacial para la efectividad de las acciones. La calidad del oponente generó algunas oscilaciones en los patrones, sin embargo, en la mayoría de los patrones este equipo mantuvo comportamientos similares. Teniendo en cuenta este equipo juvenil, se sugiere que se aliente a los jugadores, independientemente de la calidad del oponente, a avanzar rápidamente desde el campo defensivo; dominar los espacios entre líneas; realizar gambeta, conducción y desmarques de ruptura hacia el espacio entre el portero y la última línea defensiva del adversario; además de presionar al oponente en su propio campo.

The Development Trajectory of Shared Epistemic Agency in Online Collaborative Learning: A Study Combing Network Analysis and Sequential Analysis

This study explored the development trajectory of shared epistemic agency in online collaborative learning through epistemic network analysis and lag sequential analysis. It was carried out in a postgraduate course with 14 in-service teachers. Drawing on the online discussion data from six sessions and the participants’ academic scores, this study found a nonlinear development trajectory of learners’ shared epistemic agency across the six sessions. The managerial dimension (e.g., regulative and relational actions) mediated the development of learners’ shared epistemic agency. The analysis of different groups’ mean networks and academic performance revealed a tentative relationship between them. Finally, the transition of shared epistemic agency actions in higher-achieving sessions and groups largely followed an upward sequential pattern. This study provides a graphical insight into how students learn in an online collaborative setting and can inform future pedagogical and technological designs of facilitating students’ shared epistemic agency for the creation of collective knowledge.

Tactical Behaviour of Youth Soccer Players: Differences Depending on Task Constraint Modification, Age and Skill Level

This study aimed to investigate: i) how Small-Sided and Conditioned Games based on different representation and exaggeration modification strategies, from the Teaching Games for Understanding pedagogical principles, affected team performance and exploratory behaviour; and ii) how teams and players of different ages and skill levels were affected by the use of these different modification strategies. In total, forty-eight youth male soccer players participated in the study (U15, n = 24 mean age = 13.06 ± 1.53 years; U17, n = 24 mean age = 16.89 ± 0.11 years). In both categories, players were organized into three groups according to their tactical efficiency level (Group 01 = High Skilled Players (HSP), Group 02 = Intermediate Skilled Players (ISP), and Group 03 = Low Skilled Players (LSP)). The HSP and LSP groups performed two types of Gk+4vs4+Gk Small-Sided and Conditioned Games (SSCGs) based on different representation and exaggeration modification strategies. The first type of SSCGs was modified by structural constraints (Structural SSCG) and the second type was modified by rule manipulation (Manipulation SSCG). Team performance and exploratory behaviour were analysed through the Offensive Sequences Characterization System and Lag Sequential Analysis, respectively. SSCG modification strategies affected differently tactical performance and exploratory behaviour of teams composed of players of different skill levels. It was found that SSCG modification strategy through rule manipulation provided players and teams with a higher level of difficulty, compromising their performance and inhibiting exploratory behaviour. This information is crucial to practitioners wishing to apply more appropriate pedagogical strategies to improve a specific tactical problem using a player-centred and game-based approach.