Abstract
Augmented reality (AR) has been shown to have a positive effect on motivation and learning. Yet, reviews of such findings continue show that AR research is being conducted within a narrow scope of learning processes. The current qualitative, exploratory case study took place in a primary school, where pupils aged 10–11 years used AR technology to summarise a learning session. The study applies a socio-constructive perspective focusing on active and collaborative learning to investigate the process. Detailed interaction analysis of talk and activities was used to investigate the extent to which and how the pupils used an AR application to integrate knowledge from the learning session. The findings show that the pupils expanded issues, made relations between them and put them into a larger context in a way that can be characterised as a process of integrating knowledge.
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