<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672019000200030</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i19.549</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Comparison of Pair and Solo Programming through software metrics in University Students&#8217; Projects]]></article-title>
<article-title xml:lang="es"><![CDATA[Comparación de la programación por pares e individual a través de las métricas de software de proyectos de estudiantes universitarios]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comparação da programação entre pares e individual através de métricas de software para projetos de estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roque Hernández]]></surname>
<given-names><![CDATA[Ramón Ventura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas Domínguez]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Mendoza]]></surname>
<given-names><![CDATA[Adán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Izaguirre]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez Ibarra]]></surname>
<given-names><![CDATA[Carlos Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>19</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672019000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672019000200030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672019000200030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Introduction: Pair Programming is an agile practice that can be used both in software development for business and in the teaching of programming in university courses. Objective: This paper presents a research that was conducted to compare pair programming and solo programming in university courses from the perspective of the metrics of the programs created by freshmen enrolled in the Bachelor Degree in Information Technologies. Method: The participants were divided into two groups: those who applied pair programming and those who programmed individually. Both developed the same program under the same conditions. The following metrics were analyzed in their programs: Number of Statements, Percentage of Comments, Maximum Depth, Average Depth, Maximum Complexity, Number of methods per class, Number of calls per method and Number of sentences per method. The values of the metrics were obtained by the Source Monitor software. Then, Mann-Whitney tests were performed in SPSS. Results: Results showed that students that worked in pairs wrote code with more statements (p=0.038, U=17.00) and a higher level of depth (p=0.032, U=18.00) compared to solo programmers. Conclusions: This paper contributes to the field of software development teaching by providing quantitative empirical evidence on the effectiveness of pair programming. It is concluded that pair programming can be an appropriate educational approach for the beginner&#8217;s software development university courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Introducción: La programación por pares es una práctica ágil que puede ser utilizada tanto en el desarrollo de software en los negocios como en la enseñanza universitaria de la programación. Objetivo: Este artículo presenta una investigación que se realizó para comparar la programación por pares y en solitario en cursos universitarios considerando las métricas de los programas creados por estudiantes de reciente ingreso a una carrera universitaria en tecnologías de la información. Método: Se dividió a los participantes en dos grupos: uno aplicó la programación por pares y otro programó individualmente. Ambos desarrollaron el mismo programa bajo las mismas condiciones. Las siguientes métricas fueron analizadas en sus programas: número de sentencias, porcentaje de comentarios, profundidad máxima, profundidad promedio, complejidad máxima, número de métodos por clase, número de llamadas por método y número de sentencias por método. Los valores de las métricas fueron obtenidos con el software Source Monitor. Posteriormente se realizaron pruebas Mann-Whitney en SPSS. Resultados: Se observó que quienes trabajaron en pares escribieron código con más sentencias (p=0.038, U=17.00) y mayor nivel de profundidad (p=0.032, U=18.00) que quienes programaron individualmente. Conclusiones: Este artículo contribuye a la enseñanza del desarrollo de software al proveer evidencia empírica cuantitativa de la efectividad de la programación por pares. Se concluye que la programación por pares puede ser un enfoque educativo apropiado para los primeros cursos universitarios de desarrollo de software.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Introdução: A programação por pares é uma prática ágil que pode ser usada tanto no desenvolvimento de software nos negócios quanto no ensino universitário de programação. Objetivo: Este artigo apresenta uma investigação realizada para comparar a programação entre pares e solo em cursos universitários, considerando as métricas dos programas criados por estudantes recentes que ingressam em uma carreira universitária em tecnologia da informação. Método: Os participantes foram divididos em dois grupos: um aplicado por pares e outro programado individualmente. Ambos desenvolveram o mesmo programa sob as mesmas condições. As métricas a seguir foram analisadas em seus programas: número de frases, porcentagem de comentários, profundidade máxima, profundidade média, complexidade máxima, número de métodos por classe, número de chamadas por método e número de frases por método. Os valores métricos foram obtidos com o software Source Monitor. Posteriormente, os testes de Mann-Whitney foram realizados no SPSS. Resultados: Observou-se que aqueles que trabalhavam em pares escreviam código com mais sentenças (p = 0,038, U = 17,00) e maior nível de profundidade (p = 0,032, U = 18,00) do que aqueles que programavam individualmente. Conclusões: Este artigo contribui para o ensino do desenvolvimento de software, fornecendo evidências empíricas quantitativas da eficácia da programação por pares. Conclui-se que a programação por pares pode ser uma abordagem educacional apropriada para os primeiros cursos universitários de desenvolvimento de software.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Computer Programming]]></kwd>
<kwd lng="en"><![CDATA[Software]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Measurement]]></kwd>
<kwd lng="es"><![CDATA[Programación informática]]></kwd>
<kwd lng="es"><![CDATA[Software]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Medición]]></kwd>
<kwd lng="pt"><![CDATA[Programação de computadores]]></kwd>
<kwd lng="pt"><![CDATA[Software]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Medição]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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