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Assessing Cognitive Load, Performance, and Motivation in Design History Classes through an Augmented Reality Application

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Cognitive Processes; Difficulty Level; Physical Environment; Simulated Environment; Synthesis; Information Technology; Computer Simulation; History; Design; Technology Uses in Education; Student Motivation; Instructional Effectiveness; College Students; Student Attitudes; Foreign Countries
    • Subject Terms:
      China
    • Accession Number:
      10.1177/21582440251335387
    • ISSN:
      2158-2440
    • Abstract:
      The potential of educational augmented reality systems to improve students' learning performance, motivation, and cognitive load has been demonstrated by recent studies. To help students learn the design history material, this study suggests an AR-integrated learning application strategy. In this study, we use Modernism as the theoretical underpinning for the creation of an augmented reality-integrated learning program. We compare the motivation and performance test results of 60 college students (N = 60) studying design history between the AR-supported and a corresponding traditional multimedia learning environment. The experimental findings show that students' learning performance and motivation are much enhanced by this educational mobile augmented reality system approach and that their unnecessary cognitive load during the study was greatly decreased.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1477214