Researchers have been paid attention to parents' attitudes toward or perceptions of their children's learning with information and communication technology(ICT)for the past few years.With regard to the prospective technology such as augmented reality(AR),the studies on examining the role of parents in their children AR learning were still limited.This study was therefore conducted for understanding what strategies parents may utilize when they read an AR book with their children.Moreover,the roles of gender and educational background in parents' strategies to read with their children were also examined.90 pairs of parents and children were invited to participate in an AR book reading activity held by this study; and all of the parents were interviewed when the learning activity finished.According to the results generated by phenomenographic method,two major categories(i.e.,surface and deep)for revealing the strategies that parents used to read the AR book with their children were found.Furthermore,the findings also indicated that,compared with the female parents,the male parents tended to use deep strategies(e.g.,questioning,guiding,or discussing)to interact with their children when engaging in AR learning.Although the relationships between the parents' educational degree and their reading strategies were not significant,to some extent,a tendency can be observed is that the parents with higher education degree tended to apply deep strategies.More exploration of the role of male parents in their children' AR learning was suggested in future work.