Abstract
Pair programming, a programming technique conducted by two programmers working together at one work station, has been adopted for learning programming. Although it is known to be effective in various aspects, micro observation of the learning activity and collaboration has yet to be conducted in relation to the outcome. In this study, behavior in pair programming learning was investigated in terms of verbal communication and programming action and then behavior was compared in relation to the success of problem-solving. In successful cases, it was found that: 1) the learners took programming actions more frequently and 2) the learners took more programming actions immediately after the dialogue. This suggested that closely-knit dialogue and action can be an indicator of successful problem-solving, and the findings can be applied to collaborative learning support systems.
