#1056: Unveiling Role Dynamics in AR-Based Collaborative Inquiry

Augmented Reality (AR) has emerged as a transformative tool in education, offering authentic and interactive environments for collaborative inquiry. However, collaborative interaction among group members in AR-based inquiry, particularly how roles are enacted and exchanged, remains underexplored. This study investigates role interaction patterns in AR-supported collaborative inquiry and analyzes how role dynamics between group members influence learning outcomes. Eighty students working in pairs engaged in AR-based scientific inquiry tasks. Video recordings were coded and analyzed. Cluster analysis shows that three distinct patterns emerged: Balanced, Dominant, and Passive. The Balanced pattern featured reciprocal Question–Respond–Experiment–Share behavioral sequences; Dominant dyads exhibited leader–follower dynamics, while Passive dyads demonstrated minimal engagement and weak regulation. Quantitative results showed that active participation, regardless of balance or dominance, was associated with higher learning outcomes. These findings advance understanding of how role dynamics unfold in immersive learning environments, offering insights for promoting effective collaboration.