Modified Color Frames for Analyzing Group Interactions During an Online Quantum Tutorial

In this paper, we analyze video recordings of students working on tutorials in Zoom breakout rooms in an upper-division quantum mechanics course. We investigate group behaviors in this virtual environment, including the effects of instructor presence. To this end, we modify the Color Frames coding scheme introduced by Scherr to suit the virtual nature of the interactions. By broadening the frames and allowing for multiple overlapping frames, we are able to describe some group behaviors not otherwise captured. For example, in some instances, students take on an authoritative role in the group, and in other instances, groups engage in overtly casual behavior while nonetheless having on-topic discussions. We observe significant variation in how much time each group spends in each frame, but find that all groups spend some time in all frames. Instructors can be present without dominating or eliminating discussion between students, and their presence need not significantly impact the time students spent in an "informal/friendly" frame. However, instructor presence significantly reduces time spent working individually. Our findings will support additional research into the dynamics of student discussions during tutorials and aid ongoing development of online tutorials that can, e.g., be assigned for use outside of class.