This study examined the interactive dynamics between researchers and participants during the co-construction of academic concepts. Embracing a socio-constructivist approach, messages, categories, and correlations were scrutinised across multiple activity segments. The study involved 12 pairs of university students and a facilitator-researcher. The researcher intervened in the interaction by scaffolding, including (a) alternating the participation of subjects; (b) understanding and evaluating the partner; and (c) dissenting between positions. At no point did the researcher act as a teacher or explain concepts, nor did the researcher evaluate content. The researcher's messages influenced participants' responses, generating distinct interaction patterns: some responded directly, while others engaged in deeper explorations and reflections. Open-ended questions prompted diverse responses and deeper reflections, whereas more specific inquiries limited the breadth of responses. Two profiles of dyadic interaction emerged: one displayed a progressive internalisation of questions, reflecting greater autonomy; the other revealed more direct and less reflective responses. Correlations underscored the researcher's influence on interactive dynamics. These findings highlight how selective intervention by the researcher shapes interaction dynamics, impacting the depth and breadth of responses, emphasising the importance of questioning strategies, and the relevance of fostering collaborative environments that promote autonomy and reflection.