The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work

• Main Authors: Kristin Altmeyer (Author), Roland Brünken (Author), Jochen Kuhn (Author), Sarah Malone (Author)
• Format: Book
• Published: MDPI AG, 2024-10-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci14111161; 2227-7102
• Keywords: augmented reality; science education; lab work; cognitive load; individual differences; spatial ability; Education; L
• Source: Education Sciences, Vol 14, Iss 11, p 1161 (2024)

Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR devices explores whether learners' spatial abilities and verbal working memory capacity moderate the effect of AR support in lab work settings on ECL and conceptual knowledge gains. Although these moderators could not be confirmed consistently, the results indicate that tablet-based AR holds the potential to support learners with low spatial abilities. Moreover, low verbal working memory learners were demonstrated to be particularly vulnerable to the spatial contiguity failure that can be caused by smartglasses AR. Moderation effects were only observed for ECL but not for conceptual knowledge gains. The findings highlight that the benefit of AR support can depend on learners' cognitive prerequisites and additional contextual factors, such as the AR device used and the age of the target group. The design and implementation of AR-supported lab work environments should account for these factors to optimize the learning outcomes.