KCS

This study investigated verbal interactions and physical interactions appeared in small group science learning using augmented reality. Twelve 10th grade students participated in this study. After organized as three four-membered small groups, they participated in augmented reality classes using smart device-based augmented reality application developed for the understanding of chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within verbal interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interactions. Students’ physical interactions were mainly conducted without meaningful verbal interactions. When students’ physical interactions were accompanied by knowledge construction-related verbal interaction, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of augmented reality’s physical objects mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for small group learning using augmented reality in science education are discussed.