A Grounded Theory on the Teacher and Student Roles in Pair Programming

2025-07-14

AI Summary

This study investigates contexts and mechanisms through which knowledge transfer in pair programming triggers adverse effects. Addressing a critical gap in prior research—its neglect of power dynamics—the study employs grounded theory to analyze data from 17 onsite observations and in-depth interviews with six developers, yielding the first theoretical model of power disparity in pair programming. Findings reveal that implicit power asymmetry embedded in instructor–learner roles provokes defensive behaviors in learners, undermining knowledge absorption, collaborative trust, and code quality. To mitigate these effects, the study proposes a “dynamic role regulation” mechanism, advocating flexible role assignment and explicit power-aware interventions to enhance knowledge transfer efficacy. Theoretically, this work identifies a key failure point in collaborative knowledge transfer; practically, it offers an actionable framework—grounded in power structure analysis—for improving pair programming outcomes.

Technology Category

• Data Mining & Knowledge Management: Web
• Game Theory and Economic Paradigms: Cooperative Game Theory
• Knowledge Representation and Reasoning: Action, Change, and Causality

Application Category

• Semantics and Knowledge: Methods to enhance, augment, integrate or synergize semantic models such as knowledge graphs and LLMs
• User Modeling, Personalization and Recommendation: Attacks and countermeasures in recommendation systems
• Security and Privacy: Data transparency and provenance

Abstract

Context: Pair programming is an established (agile) practice and is practiced throughout the industry. Objective: Understand under what circumstances knowledge transfer can harm a pair programming session. Method: Grounded Theory Methodology based on 17 recorded pair programming sessions with 18 developers from 5 German software companies accompanied, by 6 interviews with different developers from 4 other German companies. Results: We define the student and teacher roles to help developers deal with a one-sided knowledge gap. We describe pitfalls to avoid and develop a grounded theory centered around the Power Gap in pair programming. Conclusions: Knowledge transfer can be harmful when developers don't pay attention to their partners needs and desires. If developers don't pay attention to the Power Gap and keep it in check, Defensive Behavior may arise that leads to a vicious cycle impacting the knowledge transfer, the Togetherness and the code quality in a negative way.

Problem

• Understanding harmful effects of knowledge transfer in pair programming
• Identifying pitfalls in teacher-student roles during pair programming
• Analyzing Power Gap impact on code quality and teamwork

Innovation

• Defines student and teacher roles
• Identifies Power Gap pitfalls
• Prevents Defensive Behavior cycles