Pair Interactions and Emergent Roles in Problem-Solving with Modular Robotics in Primary Education

Abstract The ability to solve problems collaboratively has become a crucial skill for success in an increasingly complex world. This study explores pair interactions and the emergence of collaborative roles among primary school pupils engaged in problem-solving tasks using modular robotics. We identify three distinct cooperative forms: co-construction, acquiescent co-elaboration, and one-sided manipulation. Our findings show that pairs who relied on one-sided manipulation or had little interaction struggled more with task resolution (RQ1). In terms of roles, participants initially acted as explorers but gradually adopted more defined roles such as proposer, critic, hand, or follower. We found that pairs with complementary and balanced roles showed better coordination and outcomes (RQ2). Finally, we identified four main collaboration challenges (competitive behaviors, lack of leadership, communication gaps, and task misinterpretation) impacting efficiency (RQ4). These findings highlight the need for structured support in educational robotics to foster equitable collaboration, clarify task understanding, and promote effective role-sharing among young learners.