Learners' interaction patterns in collaborative programming: An integration of the social epistemic interactions

Prior studies have mainly focused on testing collaborative programming learning (CPL) patterns while neglecting the exploration of the dynamic evolution of social epistemic interaction patterns among different groups. Studying the social and epistemic network nature of learner interaction is crucial to understanding the CPL process. This study aims to explore the social epistemic interaction patterns and their evolutionary path among different groups. In this quasi-experimental design, 51 high school students were randomly allocated into 17 groups. Content analysis was used to analyze online collaborative conversations and interaction contents in the early, middle, and later periods of CPL. Social epistemic network and cluster analyses revealed three interaction patterns. The results showed that groups in cluster 1 were composed of core roles, which exhibited a multi-center balanced collaboration pattern (MBCP), and their social epistemic interaction levels showed a continuous upward trend; groups in cluster 2 included core, semi-core, and edge roles, respectively, and demonstrated a hierarchical center-led coordination pattern (HLCP) that initially gained but later declined in social epistemic interaction levels; groups in cluster 3 included core and edge roles, and displayed a single-center feedback cooperation pattern (SFCP), which remained consistently low in social epistemic interaction levels. Our findings emphasize the importance of CPL's social epistemic interactions. By recognizing these patterns, educators can better facilitate meaningful student interactions, fostering deeper learning and social development.