The Role of Group Interaction Patterns in Shaping Learning Outcomes in AR-Enhanced Collaborative Inquiry

• In Event: Human–AI Collaboration in Learning: Dialogue, Inquiry, and Facilitation Patterns

Abstract

Augmented Reality (AR) offers new possibilities for reimagining collaborative learning by fostering immersive, equitable inquiry environments. This study explores how role interaction patterns shape students’ collaborative experiences and learning outcomes within AR-supported science inquiry. Eighty 7th-grade students worked in pairs completing AR activities, and their interactions were analyzed through a framework of equality and mutuality. Three patterns emerged: Reciprocal explorers, Task-divided engagers, and Isolated collaborators. Students in the reciprocal explorers group, marked by role exchange and shared engagement, achieved the strongest outcomes. We also found that fixed roles may not hinder knowledge acquisition, but it does affect the experience of collaboration. Findings highlight the importance of designing future AR environments that promote balanced participation and meaningful interaction.

Authors

• Xinyue Jiao, New York University

• Zifeng Liu, University of Florida

• Su Cai, Beijing Normal University