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<p>Pair programming (PP) has been proposed as an efficacious pedagogical strategy in computing education to enhance students’ coding skills and cooperation abilities. However, the impact of different pairing modes on cooperation and programming performance remained unclear. Understanding how prior knowledge influences neural and behavioral dynamics in PP is crucial for optimizing cooperative learning strategies. This study investigated how different pairing modes, categorized by prior programming knowledge, affect interpersonal neural synchronization (INS) and programming efficiency in PP. The goal is to uncover neural mechanisms underlying effective cooperation and provide evidence-based insights for CS education. We conducted a functional near-infrared spectroscopy (fNIRS) hyperscanning study with participants assigned to high–high (HH), low–high (LH), and low–low (LL) dyads on the basis of their programming prior knowledge. Neural synchronization was analyzed across key brain regions during PP tasks to assess the cognitive and cooperative processes involved. HH dyads exhibited significantly higher programming efficiency, likely due to better time-management skills. INS results revealed distinct INS patterns across three dyad modes: both the LH and LL groups showed significant INS increases in the right temporoparietal junction (rTPJ), whereas HH dyads showed additional INS increases in the prefrontal cortex (PFC). Higher INS levels correlated with cooperative behaviors that foster mutual understanding and consensus-building. These findings underscore the role of prior knowledge in shaping neural and behavioral dynamics during PP. They provided empirical support for optimizing pairing strategies in programming education, suggesting that effective cooperation relies on both cognitive compatibility and synchronized neural activity.</p>

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Interpersonal neural synchronization in pair programming based on prior knowledge: a fNIRS hyperscanning study

  • 期刊论文

  • 发表日期：

    2026年5月20日

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  • Qinchen Yang,
  • Zehui Zhan,
  • Hu Mei,
  • Shenggang Cai,
  • Zhiqiang Dong,
  • Zhihang Lin,
  • Xia Zhang,
  • Lixia Luo,
  • Baoying Xu,
  • Wenfeng Li

摘要

Pair programming (PP) has been proposed as an efficacious pedagogical strategy in computing education to enhance students’ coding skills and cooperation abilities. However, the impact of different pairing modes on cooperation and programming performance remained unclear. Understanding how prior knowledge influences neural and behavioral dynamics in PP is crucial for optimizing cooperative learning strategies. This study investigated how different pairing modes, categorized by prior programming knowledge, affect interpersonal neural synchronization (INS) and programming efficiency in PP. The goal is to uncover neural mechanisms underlying effective cooperation and provide evidence-based insights for CS education. We conducted a functional near-infrared spectroscopy (fNIRS) hyperscanning study with participants assigned to high–high (HH), low–high (LH), and low–low (LL) dyads on the basis of their programming prior knowledge. Neural synchronization was analyzed across key brain regions during PP tasks to assess the cognitive and cooperative processes involved. HH dyads exhibited significantly higher programming efficiency, likely due to better time-management skills. INS results revealed distinct INS patterns across three dyad modes: both the LH and LL groups showed significant INS increases in the right temporoparietal junction (rTPJ), whereas HH dyads showed additional INS increases in the prefrontal cortex (PFC). Higher INS levels correlated with cooperative behaviors that foster mutual understanding and consensus-building. These findings underscore the role of prior knowledge in shaping neural and behavioral dynamics during PP. They provided empirical support for optimizing pairing strategies in programming education, suggesting that effective cooperation relies on both cognitive compatibility and synchronized neural activity.