In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural perspectives. I explain how pragmatic and dialectical stances strengthen the use of a mixed methods approach to capture learning in context. I argue for the combination of link and trajectory analyses to analyze interactions from learners’ perspectives. I illustrate how the combination of critical discourse analysis and social network analysis enables researchers to trace a trajectory of learning and discover what has changed over time. I discuss equity, reflexivity, and trustworthiness when conducting DBR. I conclude by presenting the limitations of this combined method while indicating future tasks and directions for using a mixed methods approach in DBR.

在本文中，我讨论了一个特定的方法论问题，即采用传统方法研究上下文时，进行基于设计的研究（DBR）的研究人员所面临的相互作用分析。首先，我描述了我的方法论世界观，在这种世界观中，参与者从社会文化角度不断地探讨了上下文的含义。我解释了务实和辩证的立场如何加强使用混合方法来捕获上下文中的学习。我主张结合链接和轨迹分析，以从学习者的角度分析相互作用。我说明了批判性话语分析和社交网络分析的结合如何使研究人员能够追踪学习的轨迹并发现随着时间的变化。我讨论进行D​​BR时的公平性，反思性和可信赖性。最后，我将介绍这种组合方法的局限性，同时指出在DBR中使用混合方法的未来任务和方向。