Table 9 Examples of the coded primary data from the cued retrospective reporting (CRR) data (from the Laughing Clowns task)

Interaction

Interacting with partner (e.g. presence of chat before allowing partner to make a move)

‘But then she [the partner] was again so much smarter here, that she like started to explain what she was seeing.’

‘In this task it felt surprisingly difficult just to think that one should always explain to the other person what one is seeing.’

‘If I recall I read the instruction and then, then I started to check it out. and like what, so if there’s any idea as to what we we’re supposed to do there, and then we were throwing the ball and then discussed about it [a short laugh]’

‘Here one somehow started to be like, how would I put it, you know like (one immediately started to tell what there is and where) and describe it like all the time asking that what do you see, like to tell what is happening on your own screen’.

Audience awareness

Adapts contributions to increase understanding for partner

‘I understood that [the partner] has something differently there than on my screen and that I don’t know what she’s got there, so then I felt that I have to explain what I’m seeing. And I like wanted to ask what – then we threw [the partner threw] the ball again [a short laugh] and I had this same that I couldn’t see at all what was happening, and I see that the ball disappears.’

‘As I have now put, (is there) I think I too, [the partner] too got. After this I might put again for M3, no I mean, what did I get there? So yes, I got R3. No, it was R2. Yes. Then here I was really thinking how it might, or in fact I was thinking whether it would go somehow like in a logical order, so that for me for instance some M3 is always repeated, then there will be R2, some certain [patterns] like these. And then after this, now soon here, I think, [the partner] will like tell how these go, you know. Then I am like aha, yes, right, yes and then, but she just gets always R, did she get always R1 then and for me R2 (or somehow like that).’

‘I think [the partner] did tell at some point that they go. Because she’s [told] me, so she told that they go, how the clown’s head goes. Then I just thought that well, should we still make sure, so that let’s use all those balls.’

Responsibility initiative

Takes responsibility for progress for the group task

‘At this point we were pondering if we should move on to the next one or still keep throwing these balls, but. Yes but then we decided to throw still one ball each.’

‘I tried as quickly as possible so that we’ll get this done.’

‘And then we regarded that we should move on. (This was indeed a difficult one.)’

Resource management

Manages resources

‘At that point I was a little afraid that did she realise that the balls ran out.’

‘Perhaps I was a bit in a hurry there. [A short laugh] and there we noticed that they [the balls] were actually jointly for us. I think we didn’t read it quite properly the instruction from there. As I was putting this ball into the [clown’s] mouth but then it suddenly disappeared as my partner had put it.’

‘And then we didn’t realise [giving a laugh] that they are the same balls. So in principle as I have two balls left, then she [thought] that she, too, has. [Pause] So then we just realised that they are jointly for us.’

Systematicity

Implements possible solutions to a problem

‘I like in a way tried, so that I’d been ready myself there now already to press that our computers are working differently, but then [the partner] still wanted to try out those rows [L, M, R]. Uses half of the balls to cover the positions in a sequential order.’

‘Well, we both had noticed that if you dropped a ball when the mouth is there at M, so it will then go to number three. And then we decided to test those other letters as well. As we had to find out whether the machines were similar or not.’

‘Here you could perhaps see how different I and [the partner] are in a way, because I would have been at this stage [points to the chat screen] sort of ready in principle like to click that we are ready. And then [the partner] like wanted that I would test it with two more balls, although I had already noticed at this stage that okay, it works this way, from M to 2 and from R to 1, you know, so I don’t need to test it any further. So [the partner] thought that I should still with two more balls, although I would have been like ready at this point. [Pause, on the video, she is browsing upwards on the chat screen.] So there I just checked that [the partner] had also earlier, no I mean what she had, earlier something, I think she tested still one something. It appeared there like in the same way as what she had got there earlier. So we could see that it was like.’

Relationships

Identifies connections and patterns between elements of knowledge

‘In a way so at this point we both have realised that it worked differently, when (-) like when we both had it. Because now again, or we’re again trying to drop the balls. The two students come to an agreement on how their machine works.’

‘So then we started to consider that whether these computers are thus working differently, because when [the partner] throws a ball so on my screen (a ball disappears), When I throw a ball so then – then well, my computer is working, (but). We considered that the screens are anyway quite identical, there are those left, middle and right, (-- they are the same). [Pause] I can’t recall what I was thinking there [giving a laugh] but probably that where is it coming out [the ball]. and when it came out from a different point, so (I thought they were working) differently, because if you throw that ball in there and it comes at once, (Or out I mean). (But then it could be nicer you know also to look a bit that which ball.)’

‘So I started to pay attention to whatever is happening then, launching those balls. [Pause] And I move – I launched this one ball and then I realised, it made the R. I think I tried again.’

Solution

Correct answer

‘Then just as that one didn’t go straight so I like realised it at that point [that the computers were functioning differently]. Then I like confirmed what the outcome was Selection of the correct option by Students A and B on how their machines work.’

‘(we noticed there that) they’re really working differently, as [the partner] had got those other letters.’

‘I’d been ready myself there now already to press that our computers are working differently.’