The effects of augmented reality on learning performance and cognitive load using the spatial continuity principle

Xuewang Geng, Masanori Yamada

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In recent years, several studies have provided evidence for the positive impact of augmented reality in language acquisition. In particular, augmented reality as a multimedia learning environment has been found to be potentially more effective than learning using traditional methods, such as paper-based textbooks. According to the cognitive theory of multimedia learning, it can help reduce the extraneous cognitive load and improve learning by employing the spatial continuity principle. In this paper, the impact of the spatial continuity principle on the augmented reality learning system was tested by comparing the cognitive load and learning performance of two separate learning systems. The experimental results showed that the explanation integration system, which applies the principle of spatial continuity to the augmented reality learning system, was more effective in terms of knowledge retention. However, the results on the cognitive load contrasted previous research findings on the spatial continuity principle approach, as no differences were found in the extraneous cognitive load of the learners in the two systems.

Original languageEnglish
Title of host publication17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
PublisherIADIS Press
Pages235-242
Number of pages8
ISBN (Electronic)9789898704221
Publication statusPublished - 2020
Event17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020 - Lisbon, Virtual, Portugal
Duration: Nov 18 2020Nov 20 2020

Publication series

Name17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020

Conference

Conference17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
CountryPortugal
CityLisbon, Virtual
Period11/18/2011/20/20

All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Education

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