The impact of AR tools on collaborative inquiry in secondary biology education: an embodied cognition perspective

Background Collaborative inquiry has been widely promoted as an effective learning method in science education. Augmented Reality (AR) transforms abstract biological concepts into interactive and manipulable virtual representations that support collective exploration. This study, grounded in embodied cognition theory, examines how AR tools influence both learning outcomes and the interactive processes of collaborative inquiry within secondary science classrooms.Design and methods A quasi-experimental design was conducted with 64 seventh-grade students from a secondary school in Nanjing, China. The experimental group used AR – based tools developed specifically for the study, while the control group received traditional biology instruction. A mixed – methods approach – combining questionnaire surveys, video and audio recordings, and analysis of interaction behaviors to assess cognitive load, learning outcomes, and collaborative behavior patterns – was used to assess cognitive load, learning outcomes, and collaborative behavior patterns.Results Findings indicate that AR enriched students’ learning experiences and improved learning performance through immersive, interactive exploration. AR created a more engaging cognitive environment and reduced cognitive load by presenting abstract content as manipulable, perceptually rich 3D objects. In addition, actionable representations also redistributed cognitive work within groups, fostering more balanced group interactions. This was reflected in lower standardized centrality and increased participation among peripheral group members, potentially creating conditions for greater engagement among students who tend to be less active in traditional collaborative settings. AR also increased the frequency and depth of collaborative inquiry behaviors.Conclusions When designed in accordance with embodied learning principles, AR tools can support a cyclical process of learning in action and reflection in action, improving learning effectiveness and promoting deeper and more inclusive collaboration in science classrooms.