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Augmented reality (AR) is a powerful visualization tool to support learning of scientific concepts across learners of various ages. AR can make information otherwise invisible visible in the physical world in real-time. In this study, we are looking at a subset of data from a larger study (N=120), in which participant pairs interacted with an augmented sound producing speaker. We explored the learning behaviors in eight pairs of learners (N=16) who participated in an unstructured physicsdblp:conf/cscl/UnahalekhakaRS19 fatcat:xe4rlbxurfgo5lgqxqcul2i32m