Learning how to program at school is an important issue, since it lays the foundation for the development of additional computing skills at an early age. Educators around the globe teach students various programming languages using different methods and tools. This research investigates the settings of pair-programming and solo-programming by focusing on their effects on students’ programming learning in a virtual mode. 39 students in the years 2021 and 2022 at the secondary school level used C# as a text-based programming language and Unity™ to develop a computer game. The technical outcomes of students’ programming were examined by using the Lines of Code (LOC) software metric. The subjects were asked to complete a series of programming tasks in both pair-programming and individual settings. The number of correct answers was used as a measure of students' programming proficiency. Additional methods, including digital surveys, were employed to supplement the data collected. Our findings suggest that pair-programming in a virtual setting can play a crucial role in facilitating effective learning of programming in a collaborative environment among students.

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