The Effect of Role Assignment on Students’ Collaborative Inquiry-based Learning in Augmented Reality Environment

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.