"I Feel Like I'm Teaching in a Gladiator Ring": Barriers and Benefits of Live Coding in Classroom Settings

2025/04/03 by Caroline Berger, Berger, Caroline, David Weintrop +3
Psychology · #Communication in Education and Healthcare #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC)

paper · pdf · doi:10.48550/arxiv.2504.02585

openalex publication_date 2025/04/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

Live coding for teaching-synchronously writing software in front of students-can be an effective method for engaging students and instilling practical programming skills. However, not all settings are conducive to live coding and not all instructors are successful in this challenging task. We present results from a study involving university instructors, teaching assistants, and students identifying both barriers and benefits of live coding. Physical infrastructure, a positive classroom community with psychological safety, and opportunities for teacher development are practical considerations for live coding. In order for live coding to be an active learning experience, we recommend that tools support multiple mechanisms for engaging students, directing audience attention, and encouraging student-led live coding.

Related

• The Stress of Improvisation: Instructors' Perspectives on Live Coding in Programming Classes
• ClassCode: An Interactive Teaching and Learning Environment for Programming Education in Classrooms
• Towards Supporting Programming Education at Scale via Live Streaming
• CodeHelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes
• Streaming Software Development: Accountability, Community, and Learning