Abstract
Collaborative programming is an important pedagogical tool in computer science higher education. In this context, Pair Programming has been established as an effective practice for teaching programming. In addition, Coding Dojo has recently emerged as a collaborative group practice that uses Pair Programming as a mechanism to allow everyone to participate. However, both Pair Programming and Coding Dojo are rarely used in different types of programming tasks such as front-end programming tasks. In this paper, we present an empirical study comparing Pair Programming and Coding Dojo in the teaching of mock-ups development. Our goal was to evaluate both practices regarding three dimensions: motivation, user experience and learning perceived by students. The results showed that Pair Programming was well accepted by the students with positive results in all three dimensions. Moreover, although Coding Dojo has presented positive results in the leaning process, students reported several challenges related to motivation and user experience.
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