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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 physics activity under two conditions: with or without AR. Comparing behaviors between the two experimental conditions, we found that AR affected learning in four different ways: participants in the AR condition (1) learned more about visual concepts (ex: magnetic field structures) but learned less about nonvisual content (ex: relationship between electricity and physical movement); (2) stopped exploring the system faster than NonAR participants; (3) used less aids in exploration and teaching; and (4) spent less time in teaching their collaborators. We discuss implications of those results for designing collaborative learning activities with augmented reality.