Exploring debugging processes and regulation strategies during collaborative coding tasks among elementary and secondary students

Abstract

Background and Context: More data are needed about how young learners identify and fix errors while programming in pairs. Objective: The study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children enage in coding to drive further theory and model development. Method: Two experiments were conducted in sequential order. First, second-grade students (N = 12) programmed a Code-a-pillar using physical programming blocks. Two coding schemes were used to identify both debugging processes and types of regulation used. Second, using a similar approach, eighth-grade students (N = 30) programmed a Tobbie2 robot using Microsoft MakeCode. Finding: Integrated and sequential use of all four debugging processes is related to successful coding. We see similar patterns in the overlap between debugging processes and regulation types for both ages. Implications: The study highlights Ithe dynamic nature of coding and debugging processes and the importance of including metacognitive and regulatory elements in debugging models.