With the increasing integration of Augmented Reality (AR) in education, learners can investigate scientific phenomena through embodied and interactive experiences, while collaborating in shared perceptual spaces. Although prior research has highlighted the conceptual and motivational benefits of AR, less is known about how students’ behavioral and emotional processes unfold during AR-supported collaboration. This study investigates 80 middle school students’ collaborative inquiry in an AR-based collaborative activity using a multimodal learning analytics approach. We combined video-based coding of verbal and non-verbal behaviors with audio-based emotion detection across three dimensions: arousal, dominance, and valence. Cluster analysis revealed three distinct collaboration patterns, which we further examined in relation to students’ emotional trajectories and learning outcomes. Findings show that groups in the reciprocal–balanced pattern engaged in active and coordinated behaviors, accompanied by more synchronized trajectories, and achieved higher learning gains. Dominant groups displayed high activity but uneven participation and imbalanced emotional dynamics. By contrast, passive–disengaged groups demonstrated limited coordination and unstable affect. This work advances understanding of how collaboration unfolds in AR-supported inquiry by linking behavioral and affective dimensions. Our results provide implications for the design of AR learning environments and analytics-driven supports for productive and emotionally balanced AR learning experiences.

Augmented Reality (AR) has demonstrated significant potential in enhancing inquiry-based learning in K-12 classrooms. However, challenges such as communication barriers and unequal participation during collaboration highlight the need for structured support when conducting AR-based collaborative learning activities. This study introduces collaboration scripts in AR-based collaborative inquiry settings to examine their effects on learning outcomes and student experiences. A quasi-experimental study was conducted with 78 sixth-grade students, divided into an experimental group using collaboration scripts and a control group engaging in unscripted AR inquiry. Key findings indicate that collaboration scripts significantly enhance knowledge acquisition and reduce cognitive load. Observation and interviews further explained the effect of collaborative scripts in facilitating a more structured and effective collaborative inquiry process. The results highlight the importance of well-defined scripts and clear guidelines in improving AR-based collaboration.

Preschool children have difficulty learning and comprehending abstract concepts, and the cognition of numbers has always been the key to mathematical enlightenment for young children. Our research aims to help preschool children build their cognition of cardinal and ordinal numbers, comprehend simple logical relationships, and master simple digital addition. We developed an Augmented Reality learning tool based on theories related to number cognition and a theoretical framework of software design for preschool children. We also conducted a teaching experiment in a kindergarten, and interviewed the teachers of the kindergarten to learn about their attitudes towards the application of AR in preschool education. Through data analysis, interviews, and discussions, we conclude that (a) AR application can positively influence children’s cognitive digital skills; (b) children have positive attitudes and positive evaluations toward AR application use, but there are some unavoidable problems in children’s attention allocation; (c) proficiency in operating AR tools has a large impact on children’s learning effects.

Augmented Reality (AR) has great potential in science education, and Collaborative Inquiry-based Learning (CIBL) in the AR environment is of great significance. However, there is a problem of low collaborative performance in technology-based CIBL. This study applied the strategy of role assignment to AR-based CIBL, aiming to explore the effect of role assignment on students’ collaboration. Forty-seven sixth-grade students in elementary school were randomly divided into Group A (without role assignment) and Group B (with role assignment) to participate in AR-based collaborative scientific inquiry activities. Data on students’ scientific knowledge achievement, attitudes toward science learning, cognitive load, and flow experience were collected. In addition, interviews were conducted to investigate students’ opinions on role assignments. It is found that the strategy of role assignment could significantly improve students’ science knowledge achievement. The interview results revealed how role assignments facilitate students’ collaboration from three aspects.

With the deepening application of augmented reality (AR) in education, researches pay more attention to the evaluation of learning results rather than consider how to use teaching strategies to support personalized teaching. This study developed an AR science curriculum incorporating textual and collaborative scaffolding, and taught it in elementary school science classes to help students learn about scientific knowledge of lever principle. To explore the effects of different self-efficacy and scaffolding teaching strategies on students' learning conceptions and cognitive load, a two times two experiment was conducted on an elementary school. The results show that the use of textual and collaborative scaffolding in AR teaching can help students with low self-efficacy to pay attention to the conceptions of deep learning and effectively reduce the cognitive load of students.

In English as foreign language(EFL) learning, students’ understanding and expression of the context are very important. However, teachers usually meet difficulties in explaining scientific phenomenon with easily understandable English words when teaching text related to science. It leads students to mechanically understand and memorize according to their own imagination. In this study, a series of learning activities based on Augmented Reality (AR) technology was carried out to cope with this problem. A specially developed AR application created a virtual-reality combined environment for students to observe and interact with the sun and the earth in grade 4. Moreover, diverse research methods were used to analyze students’ understanding about learning content and oral expression about learning topic. The experimental results reveals that learning activities based on AR can assist students in the construction of understanding and expression about learning contents. Furthermore, by interviewing the students, the mechanism of how AR worked in this class was reported. Students have more time to learn and communicate in AR-based activities. They acquire more knowledge by interacting with other people in light of learning materials, instead of passively listening to the teacher or reading books. In this regard, they get more authentic and profound learning experience to support be tter understanding and expression of learning contents. These findings can be valuable references for those who intend to implement learning activities based on AR or those who want to improve students’ understanding and expression in EFL classes.

In this study, we attempt to present a new way for high school students to explore the relations between empirical probability and theoretical probability and build conceptual understandings of probability by the means of Augmented Reality. Two classes of seventh grade students were selected as an experimental class and a control class. Students were assessed by the pretests and posttests handed to students at the beginning and the end of the class respectively. The quantitative analysis showed an improvement of the mean score between the two groups. Also, the qualitative analysis of the open-ended questions and interviews of students and the teacher showed their strong inclinations toward the Augmented Reality technology-equipped instruction.

This study assessed the effectiveness of rehabilitating children with autism with a series of Leap Motion-based applications in a special school setting. Experiment was carried out according to an AB sequence. Experimental result showed that the two participants' fine motor skills improved significantly, and their recognition of colors and fruits after the intervention was 100%.

The advancement of mobile device is influencing the learning activities markedly. In this study, we attempt to use augmented reality (AR) technology to design and develop mobile-based English learning software for pre-school children in order to solve the problem of bored students and teachers' non-standard pronunciation, the mobile learning system is able to present the learning materials including virtual pictures, the meaning and pronunciation of words. A vivid picture will emerge when using mobile camera to identify an English word on card, which improves children's interests in learning. The 40 pre-school children who participated in this research were assigned to an experimental and a control group. From the pre-tests and post-tests as well as the interview of the English teacher, it was found that the students learning with mobile-based AR software had greater learning achievement than control group ones. Thus the teacher hold positive attitude to this software.

In this paper, an inquiry-based Augmented Reality learning tool was implemented. Students could control, combine and interact with the 3D model of micro particles using markers, and conduct a series of inquiry-based experiments. The AR tool developed was tested in practice at a junior high school. Experiment result shows that the AR tool has significant supplemental learning effect as a computer-assisted learning tool and students generally have a positive attitude towards this software.

Campus cultural activity is usually propagandized through the Internet, pamphlets and posters. Print media draws more attention in public, but is not environmentally-friendly and economical. Similarly, Internet media is known for its prompt and rich content, but is hardly expected to arouse the interest of learners since it separates information from real-life environment. Augmented reality (AR), a promising technology of bridging virtual and real worlds, has been considered as a better choice for realizing an interactive and boundary-less mobile learning environment, or an even more advanced ubiquitous learning environment based on context-aware technology. In this paper, a novel campus touring system for cultural activity is implemented based on AR technology and smart phones which contains the built-in GPS, camera, WiFi and digital compass. Wikitude, a mobile AR implementation tool, is used for system implementation. Furthermore, two groups of students have been selected for system testing and evaluation. Experimental datum are collected and summarized via an open-ended online questionnaire. Experimental result shows that propagandizing and learning campus cultural activity through this mobile campus touring system is a more satisfying and interactive approach for college and university students.