Pair programming is a collaborative learning mode to foster novice learners’ computer programming. Previous empirical research has reported contrasting conclusions about the effect of pair programming on student learning. To further understand students’ pair programming, this study uses a mixed method to analyze three contrasting pairs’ collaborative behaviors, discourses, and perceptions from a multi-dimensional perspective. The analysis results show that the high-ranked student pair is characterized as the interactive, socially-supportive, and goal-oriented pair; the middle-ranked student pair is characterized as the highly-interactive, socially-supportive, and process-oriented pair; and the low-ranked student pair is characterized as the lowly-interactive, socially-unsupportive, and programming-distracted pair. The research reveals complex relations between collaborative behaviors, discourses, and performances, which have critical influences on students’ pair programming quality. Based on the results, this research proposes pedagogical, analytical, and theoretical implications for future instructional design, learning analytics, and empirical research of collaborative programming.

结对编程是一种协作学习模式，可以促进新手学习者的计算机编程。以前的经验研究已经报告了关于结对编程对学生学习的影响的相反结论。为了进一步理解学生的结对编程，本研究使用一种混合方法从多维的角度分析了三个对比对的协作行为，话语和感知。分析结果表明，高等生对具有互动性，社会支持性和目标性。中学生对的特点是高度互动，社会支持和面向过程的对。而排名较低的学生对则表现为互动性低，对社会缺乏支持且对编程缺乏注意力的学生对。该研究揭示了协作行为，话语和表演之间的复杂关系，这对学生的结对编程质量有着至关重要的影响。根据结果​​，本研究对未来的教学设计，学习分析和协作编程的实证研究提出了教学，分析和理论上的启示。