In online learning environments, little is known regarding the effect of head-mounted wearable devices on group learning behavioral outcomes, and the impact the mediated communication type has on socio-spatial interactivity and learner social presence. Interaction and presence are two important concepts that influence group activity. Drawing on social interaction, social presence, and the characteristics of mixed-reality environments, we develop and empirically test hypotheses on the effectiveness of three different types of digitally mediated mixed-reality learning environments.