Integrating Inquiry-Based Pedagogy with Mixed Reality: Theories and Practices

Abstract

Mixed reality is virtual environment with varying levels of immersion and interaction, and it is often used as an umbrella term for both augmented reality (AR) and virtual reality (VR). Owing to its unique learning affordances, MR has been used to assist teaching and learning activities in various contexts. However, the literature of MR-based instruction focuses on its impact on teaching and learning, lacking systematic analysis of the underlying pedagogies, technological features, and their relationship. To address such limitation, this study uses two design cases of MR interventions to demonstrate effective integration of well-established inquiry-based pedagogy and technological features of MR. The research findings can extend our understanding of inquiry-based learning in MR context and inform the design and development of MR-based instruction.