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Video and audio data were recorded from five computational coding based labs completed as part of an introductory modern physics course. Three small cube cameras, a larger camera with microphone that could see the whole room, and four live scribe pens recording additional audio were used to document the activities. Several themes emerged from the videos. A major theme was how lab time was spent (on task vs. off task, about physics vs. about computation, on general principles vs. solving a specific problem, working alone vs. together) and what caused students to transition between these different activities. Other major themes were the mood and engagement of students while working in these different areas and where/how patterns of communication were different from those seen for non-computational problem solving activities. We will present these findings and discuss their implications for peer communication and learning in introductory computational physics courses.

Investigating peer and teaching assistant interactions of physics students working on computational coding