| dc.description.abstract | In recent years, augmented reality (AR) has been implemented in various fields. AR is a promising technology for educational purposes because of its feature of integrating virtual and physical information in the real world. Additionally, scientific inquiry has been found to enhance students′ learning outcome, and AR can also bring benefits to inquiry-based activities. Therefore, this study designs an integrated collaborative environment using a transparent screen as a device for AR, focusing on the topic of optical imaging for collaborative inquiry learning activities. Twelve seventh-grade students with no prior knowledge to optical concepts are divided into six groups, with two students in each group. Three groups as the experimental group, while the other three groups as the control group using traditional equipment. Video and audio recordings, optical concept tests, and perception questionnaires are collected during their activities. The collected data is analyzed to assess students′ learning outcome, cognitive dialogues, gaze focus, and experiences of the experiment. To further understand the relationship between the experimental environment and students′ inquiry learning behaviors, student dialogues and gazes are classified and analyzed for their content and behavioral patterns during the activities. Common events occurring in both the experimental and control groups are extracted to investigate the impact of the learning environment on students′ learning activities. The results show that the experimental group performs slightly better than the control group in terms of learning outcome, but the difference is not significant. Regarding inquiry discussions, the experimental group shows more inquiry dialogues and shared gaze focus compared to the control group, thereby reducing difficulties in discussions. Furthermore, the experimental group reports better experiment experiences than the control group. However, limitations in information interpretation are also shown in the experimental group. Finally, based on the limitations are shown from the research findings, suggestions are proposed for future teachers′ applications of this environment, improvements for experimental design by experimenters, and areas where system designers can further optimize the technology. | en_US |