Innovación pedagógica mediante Pair-Programming Asistido por IA en Instituciones de Educación Superior: Retos y Oportunidades
Abstract
This article presents a research aimed at exploring the integration of artificial intelligence (AI) in pair-programming environments supported by technological developments within higher education. In a first phase, a systematic literature review was carried out following the PRISMA methodology, based on X academic sources indexed in Springer, ACM and ScienceDirect, in order to identify trends, benefits and limitations in the use of conversational assistants, virtual tutors and large-scale language models (LLMs) applied to programming teaching. The results of this review show that AI favors motivation, reduces anxiety and contributes to improving academic performance, although it does not replace the social interaction typical of collaborative learning, in addition to showing gaps in the integration of these solutions in management systems such as Moodle and in Latin American contexts. Based on these conclusions, an exploratory classroom study was designed with a prototype tool that combines pair-programming, AI and a technological development, the objective of which was to analyze student perceptions about its use. Preliminary findings show a positive assessment, highlighting the usefulness of automated support for immediate feedback and reducing cognitive load, although students emphasized the need for ongoing teacher support and progressive scaffolding to consolidate learning. It is concluded that the integration of pair programming, AI, and technological developments constitutes a promising pedagogical innovation, whose effective adoption depends on clear institutional policies and responsible implementation.
References
AbuShawar, B., & Atwell, E. (2015). ALICE Chatbot: Trials and Outputs. Computación y Sistemas, 19(4). https://doi.org/10.13053/cys-19-4-2326
Akpan, I., Kobara, Y., Owolabi, J., Akpan, A., & Offodile, O. F. (2024). Conversational and generative artificial intelligence and human-chatbot interaction in education and research. Int. Trans. Oper. Res., 32, 1251-1281. https://doi.org/10.1111/itor.13522
Alajmi, Q., Al-Sharafi, M. A., & Abuali, A. (2020). Smart Learning Gateways for Omani HEIs Towards Educational Technology: Benefits, Challenges and solutions. International Journal of Information Technology and Language Studies, 4(1).
Artificial intelligence in higher education: The state of the field. (2023). International Journal of Educational Technology in Higher Education, 20, 1-22. https://doi.org/10.1186/s41239-023-00392-8
Azuara Herrera, O., Fazio, M. V., Hand, A., Keller, L., Rodríguez Tapia, C., & Silva Porto, M. T. (2020). The Future of Work in Latin America and the Caribbean: How Can Technology Facilitate Job Recovery after COVID-19? (Interactive version). Inter-American Development Bank. https://doi.org/10.18235/0002646
Baha, T. A., Hajji, M., Es-Saady, Y., & Fadili, H. (2023). The impact of educational chatbot on student learning experience. Educ. Inf. Technol., 29, 10153-10176. https://doi.org/10.1007/s10639-023-12166-w
Baykasoğlu, A., Özbel, B. K., Dudaklı, N., Subulan, K., & Şenol, M. E. (2018). Process mining based approach to performance evaluation in computer-aided examinations. Computer Applications in Engineering Education, 26(5), 1841-1861. https://doi.org/10.1002/cae.21971
Beck, K. (2000). Extreme Programming Explained: Embrace Change. Addison-Wesley Professional.
Cafaro, A., Vilhjálmsson, H. H., & Bickmore, T. (2016). First Impressions in Human—Agent Virtual Encounters. ACM Trans. Comput.-Hum. Interact., 23(4), 24:1-24:40. https://doi.org/10.1145/2940325
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
Comisión Económica para América Latina y el Caribe (CEPAL). (2022). Estudio Económico de América Latina y el Caribe 2022: Dinámica y desafíos de la inversión para impulsar una recuperación sostenible e inclusiva. CEPAL. https://hdl.handle.net/11362/48077
Coronado, M., Iglesias, C. A., Carrera, Á., & Mardomingo, A. (2018). A cognitive assistant for learning java featuring social dialogue. International Journal of Human-Computer Studies, Cognitive Assistants, 117, 55-67. https://doi.org/10.1016/j.ijhcs.2018.02.004
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Departamento Administrativo Nacional de Estadística (DANE). (2024). Fuerza laboral y educación. https://www.dane.gov.co/index.php/estadisticas-por-tema/educacion/fuerza-laboral-y-educacion
Fan, G., Liu, D., Zhang, R., & Pan, L. (2025). The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance: A comparative study with traditional pair programming and individual approaches. International Journal of STEM Education, 12(1), 16. https://doi.org/10.1186/s40594-025-00537-3
Graßl, I., & Fraser, G. (2024). Equitable Student Collaboration in Pair Programming. Proceedings of the 46th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET ’24, 274-285. https://doi.org/10.1145/3639474.3640086
Gu, J.-H., Chen, S.-C., Hui, L., Thaipisutikul, T., Hung, H.-S., Du, H., & Yeh, C.-C. (2026). Evaluating Design Strategies for AI Virtual Teaching Assistants and Immersive Learning Scaffolding in Programmed Teaching Games. Ubi-Media Computing, Pervasive Systems, Algorithms and Networks, Communications in Computer and Information Science, 2379, 283-295. https://doi.org/10.1007/978-981-96-6294-4_21
Guerrero Escudero, R., Gallardo Hernández, F. J., & Flores Guevara, S. (2025). Percepción de los estudiantes y docentes respecto al uso de la IA como complemento o reemplazo en la educación. Cuadernos del Centro de Estudios de Diseño y Comunicación, (267). https://doi.org/10.18682/cdc.vi267.12460
Hannay, J. E., Dybå, T., Arisholm, E., & Sjøberg, D. I. K. (2009). The effectiveness of pair programming: A meta-analysis. Information and Software Technology, Special Section: Software Engineering for Secure Systems, 51(7), 1110-1122. https://doi.org/10.1016/j.infsof.2009.02.001
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914
Krause-Levy, S., Lim, R. S., Villegas Molina, I., Cao, Y., & Porter, L. (2022). An Exploration of Student-Tutor Interactions in Computing. Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1, 435-441. https://doi.org/10.1145/3502718.3524786
Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973-1018. https://doi.org/10.1007/s10639-022-11177-3
Kumar, R., & Rosé, C. P. (2011). Architecture for Building Conversational Agents that Support Collaborative Learning. IEEE Transactions on Learning Technologies, 4(1), 21-34. https://doi.org/10.1109/TLT.2010.41
Kusal, S., Patil, S., Choudrie, J., Kotecha, K., Mishra, S., & Abraham, A. (2022). AI-Based Conversational Agents: A Scoping Review From Technologies to Future Directions. IEEE Access, 10, 92337-92356. https://doi.org/10.1109/ACCESS.2022.3201144
Lin, C.-C., Huang, A., & Yang, S. (2023). A Review of AI-Driven Conversational Chatbots Implementation Methodologies and Challenges (1999–2022). Sustainability. https://doi.org/10.3390/su15054012
Moodle.org. (2026). https://moodle.org/
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2021). Reimaginar juntos nuestros futuros: Un nuevo contrato social para la educación; resumen—UNESCO Biblioteca Digital. https://unesdoc.unesco.org/ark:/48223/pf0000379381_spa
Reina-Parrado, M., Román-Graván, P., & Hervás-Gómez, C. (2025). Revisión PRISMA sobre el aprendizaje automático en la educación: Retos sociales y oportunidades en la formación de ciudadanos del mañana. European Public & Social Innovation Review, 11, 1-26. https://doi.org/10.31637/epsir-2026-1620
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Semana de Ingeniería | Quiero ser UNAB. (2025). https://unab.edu.co/semana-de-ingenieria/
TEMA. (2026). https://tema.unab.edu.co/
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
Winkler, R., & Soellner, M. (2018). Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis. Academy of Management Proceedings, 2018(1), 15903. https://doi.org/10.5465/AMBPP.2018.15903abstract
Yan, W., Nakajima, T., & Sawada, R. (2024). Benefits and Challenges of Collaboration between Students and Conversational Generative Artificial Intelligence in Programming Learning: An Empirical Case Study. Education Sciences. https://doi.org/10.3390/educsci14040433
Downloads
Copyright (c) 2026 Revista Colombiana de Computación
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
