A Socio-Psychological Approach to Improve Student Participation and Review Quality in Peer Code Reviews

摘要

Modern day computing jobs are increasingly emphasizing on soft skills such as design, collaboration and communication skills in addition to programming skills. Having students participate in peer reviews is one possible way to develop such soft skills. However, we have observed that low student participation and low review quality can impede the educational value of the peer review process. To address this issue and improve student learning in computer programming courses, we propose to implement and evaluate social comparisons - a method suggested by socio-psychological research.