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One of the goals of computing education research is to document the potential strengths and weaknesses of contemporary teaching methods in computing. Live coding has recently gained attention as one of the best practices for teaching programming. To offer a more comprehensive understanding of the existing body of research about live coding, we reviewed papers in computing education research that investigated the value of live coding in an educational setting. We categorized each paper based on (1) how it defines live coding, (2) whether its version of live coding could be considered active learning, (3) the type of study conducted, (4) types of data collected and the data analysis methods used, (5) evidence provided for the effectiveness of live coding, (6) reported benefits and drawbacks of live coding, and (7) reported theoretical frameworks used to explain the basis, effects or goals of live coding. We found that although live coding has been recommended as one of the best practices for teaching programming, there is a lack of empirical evidence to support claims about the effectiveness of live coding on student learning. Finally, we discuss the implications of our findings and suggest future research directions that could develop a more holistic understanding of this pedagogical technique.
Selvaraj et al. (Fri,) studied this question.