Debugging physical computing projects provides a rich context to understand cross-disciplinary problem solving that integrates multiple domains of computing and engineering. Yet understanding and assessing students' learning of debugging remains a challenge, particularly in understudied areas such as physical computing, since finding and fixing hardware and software bugs is a deeply contextual practice. In this paper we draw on the rich history of clinical interviews to develop and pilot "failure artifact scenarios" in order to study changes in students' approaches to debugging and troubleshooting electronic textiles (e-textiles). We applied this clinical interview protocol before and after an eight-week-long e-textiles unit. We analyzed pre/post clinical interviews from 18 students at four different schools. The analysis revealed that students improved in identifying bugs with greater specificity, and across domains, and in considering multiple causes for bugs. We discuss implications for developing tools to assess students' debugging abilities through contextualized debugging scenarios in physical computing.

翻译：调试物理计算项目为理解跨学科问题解决提供了丰富情境，这种能力融合了计算与工程领域的多个维度。然而理解和评估学生的调试学习仍具有挑战性，尤其是在物理计算等研究不足的领域，因为查找和修复软硬件故障本质上是一种高度依赖具体情境的实践。本文借鉴临床访谈的丰富历史，开发并试行了"故障工件场景"方案，以研究学生在电子纺织品调试过程中方法的变化。我们在一项为期八周的电子纺织品单元教学前后应用了这一临床访谈方案，对来自四所不同学校的18名学生进行了前后测临床访谈分析。分析表明，学生能够更精准地识别故障、跨越领域识别故障，并能考虑故障的多重成因。我们讨论了通过物理计算中的情境化调试场景来开发学生调试能力评估工具的相关启示。