ABSTRACT Background and Context: Physical computing involves complex negotiations of multiple, on and off-screen tasks, which calls for research on how to best structure collaborative work to ensure equitable learning. Objective: We focus on how pairs self-organized their multi-domain tasks in physical computing, and how their social interactions supported or inhibited productive collaboration. Method: We conducted a 30+ hour physical computing workshop where high school student pairs created interactive electronic textile signs. We recorded how students shared or allocated their tasks in fieldnotes and looked for reasons why this occurred through student post-interviews. Findings: Students worked collaboratively on project planning, which involved discussion and decision-making, but individually during project construction, which involved physical execution of their plan. The quality of students’ social interaction was seemingly linked to how viewed their partner as a socioemotional resource. Implications: Inherent qualities of the different domains of physical computing and how students view their partners in socioemotional terms can shape the productivity of student collaborative learning.

中文翻译：

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配对物理计算：高中生使用电子纺织品进行协作编码和制作的实践和看法

摘要背景和背景：物理计算涉及多个、屏幕上和屏幕外任务的复杂协商，这需要研究如何最好地构建协作工作以确保公平学习。目标：我们关注配对如何在物理计算中自组织他们的多领域任务，以及他们的社交互动如何支持或抑制生产性协作。方法：我们举办了一个 30 多个小时的物理计算研讨会，高中学生结对创建了交互式电子纺织品标志。我们在现场笔记中记录了学生如何分享或分配他们的任务，并通过学生后访谈寻找发生这种情况的原因。调查结果：学生在项目规划上进行协作，这涉及讨论和决策，但在项目建设期间，这涉及到他们计划的实际执行。学生社交互动的质量似乎与如何将他们的伴侣视为社会情感资源有关。影响：物理计算不同领域的内在品质以及学生如何从社会情感角度看待他们的合作伙伴可以影响学生协作学习的生产力。