Abstract
While pair programming has been studied extensively when teaching computer science students, very little has been reported with respect to pair programming in a broader context. To help address this gap, this paper reports on a case study evaluating the effectiveness of pair programming within a data science course. Our findings show that pair programming can be useful for teaching data science students. In addition, while the driver role was similar to what has been described within a software development context, we note that the navigator role had an expanded set of responsibilities, which we termed researcher activities. Further research is required to explore if pair programming is also useful in other engineering domains and if the expanded navigator role is applicable in domains beyond data science/data engineering.
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