Group dynamics in collaborative learning: Impact of emergent and scripted roles in tangible mobile augmented reality games

Abstract

This paper presents a study investigating the use of Tangible Mobile Augmented Reality (TMAR) for synchronous collaborative learning, with a focus on the influence of roles on group dynamics across various group compositions. This research addresses a gap in current understanding of how role structures affect problem-solving and collaborative behaviors in TMAR-based learning environments. A quasi-experimental research approach within-subjects design was used. The study involved 23 elementary school students who participated in an educational game designed to develop computational thinking skills. These students worked in small groups, using mobile devices and physical artifacts as markers to solve problems. Two modes of collaboration were examined: (1) emergent-role collaboration, where participants self-organized, and (2) scripted-role collaboration, where scripted roles were assigned. Qualitative content analysis was conducted to interpret qualitative data from structured observations and student feedback. Findings suggest that the effectiveness of TMAR-based collaboration depends on the group's underlying goal orientation. In goal-aligned groups, roles emerged naturally and supported productive interaction, while in less cohesive groups, scripted roles provided the necessary structure. Furthermore, the tangible features of TMAR show evidence of further support for role distribution and collaborative problem-solving when used appropriately. These insights contribute to the broader field of collaborative learning, computational thinking, and the application of TMAR in formal education settings.