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<p>This study explores the impacts of Augmented Reality (AR) technology combined with question prompting strategies on enhancing students' reflective thinking in scientific inquiry activities, as well as its effects on learning outcomes and behaviors. Adopting a quasi-experimental design, the study focuses on teaching water wave concepts by developing AR tools based on the "Prediction-Observation-Explanation" (POE) model and embedding question prompts to stimulate students' reflection. The researchers conducted a water wave course in two classes for 3&#xa0;weeks, collecting AR software interaction data along with on-site audio and video recordings. The lagged sequence analysis method was employed to compare and analyze the effects of AR tools with and without embedded question prompts on students' inquiry and reflection behaviors. The findings indicate that AR tools with embedded question prompts significantly enhance students’ academic performance and levels of reflective thinking. Students using these tools demonstrated superior task coordination, reflective monitoring, and the ability to retrace inquiry steps effectively. Consequently, it is recommended that instructional designs integrate systematic inquiry processes, targeted question prompts, and strategies to guide students in task coordination and reflective thinking. Additionally, facilitating collective reflection and communication after class can help students gain a deeper understanding of the inquiry process.</p>

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The Impact of Embedded Question Prompts on Students' Reflective Thinking and Learning Behaviors in AR Learning Environments

  • 期刊论文

  • 发表日期：

    2025年8月13日

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  • Su Cai,
  • Andong Huang,
  • Jiangxu Li

摘要

This study explores the impacts of Augmented Reality (AR) technology combined with question prompting strategies on enhancing students' reflective thinking in scientific inquiry activities, as well as its effects on learning outcomes and behaviors. Adopting a quasi-experimental design, the study focuses on teaching water wave concepts by developing AR tools based on the "Prediction-Observation-Explanation" (POE) model and embedding question prompts to stimulate students' reflection. The researchers conducted a water wave course in two classes for 3 weeks, collecting AR software interaction data along with on-site audio and video recordings. The lagged sequence analysis method was employed to compare and analyze the effects of AR tools with and without embedded question prompts on students' inquiry and reflection behaviors. The findings indicate that AR tools with embedded question prompts significantly enhance students’ academic performance and levels of reflective thinking. Students using these tools demonstrated superior task coordination, reflective monitoring, and the ability to retrace inquiry steps effectively. Consequently, it is recommended that instructional designs integrate systematic inquiry processes, targeted question prompts, and strategies to guide students in task coordination and reflective thinking. Additionally, facilitating collective reflection and communication after class can help students gain a deeper understanding of the inquiry process.