摘要：The purpose of this study is to investigate how grouping of students influence students interaction and achievement in LEGO activities. Through LEGO Robotics learning activities, students’ interaction and performance were collected and analyzed through statistical analysis. In addition, qualitative data from interviews, video recordings, and related documents provided evidences for explanation. The findings of this study indicated that LEGO Robotics mediated learning by providing group-based learning experiences. The grouping of students with diversity of background resulted in differences in interactions and learning outcomes. The major findings are as follows: First, students’ gender, age, and family background are not related to their learning outcomes. Secondly, the groups of the same gender significantly engaged in more communication than the groups consisting of more female than male students. And, the groups of underprivileged students communicated significantly less than the non-underprivileged groups during programming activities. Thirdly, for programming activities, more interactions between group members would lead to higher scores on performance.
