Integrating Augmented Reality and Collaborative Activities to Enhance Computational Thinking in K-12 Classrooms

Abstract: This study explores the integration of Augmented Reality (AR) and collaborative activities to leverage abstract Computational Thinking (CT) concepts accessible to young students. The instructional design follows Plan, Act, Reflect (PAR) cycles that consist of three types of collaborative activities: Hands-on, AR-integrated, and self-directed robot programming activities. Findings highlight the importance of scaffolding in helping young learners, particularly those with low spatial ability, grasp directional concepts. Role-based collaboration proved effective in fostering engagement and problem-solving skills, though challenges emerged in the AR-based activity. This study contributes to immersive learning by demonstrating practical application of AR technology into K-12 classrooms.