Abstract
ABSTRACT Inquiry-based learning (IBL) is one of the most important learning strategies. Augmented Reality (AR) is an effective way to support this strategy, which is considered conducive to enhance academic achievements of students during IBL. This paper investigated teacher-student interactions during AR-supported IBL by comparison and case study. First, four video clips carried by two high schools were coded by improved Flanders Interaction Analysis System (iFIAS) with two clips in AR-supported class and others in no AR-supported class. Then, Lag Sequence Analysis (LSA) was used to extract sequence features based on the codes. Finally, suggestions on using AR in IBL and details about study were discussed. Results show that AR-supported IBL has more active responses from students and a higher response rate from teachers. Student responses in AR-supported IBL have more tendency to be approved by teachers. The interactive component of AR software is in positive relation to its capacity of flexible inquiry, but it requires more time to learn to operate and demands more demonstration behavior from teachers. Teachers should develop skills of asking questions to guide and give timely feedback when carrying out IBL supported by AR.
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