Interpersonal Interaction in AR Mediated Informal Learning on Cultural Relics: The Effects of Goal, Asymmetry, Competition, and Proxemics

Abstract

Interpersonal interaction is crucial for informal learning on cultural relics. This study investigates how four factors - mutual goals, asymmetric interaction, competitive interaction, and interpersonal distance - affect collaborative learning and collective experience. Through an empirical emperiment (N = 70) analyzing self-report, gaze, and physiological data, the study found that mutual goals, asymmetric interaction and competitive interaction enhanced collective experience, whereas interpersonal distance had minimal impact. Mutual goals reduced psychological stress and common gaze, suggesting that coordination decreased reliance on vision. However, asymmetric and competitive interactions negatively affected learning performance, likely due to the uneven distribution of information and cognitive resource consumption. Close interpersonal distance promoted concentration and emotional stability, but not learning performance. Crucially, findings reveal a structural tension in AR-mediated learning: while interpersonal interaction increased engagement and collaborative satisfaction, they introduce attentional noise that hinders individual deep content processing. The study provides a theoretical and empirical basis for designing collaborative AR systems in the cultural heritage contexts.