The Influence of Augmented Reality Technology on the Learning Interest, Achievement of Learning Goals and Cognitive Load of Middle School Students

Yuan Ling; Zhang Xiao-Yun; LU Xiao-Xu

Authors

Yuan Ling
Zhang Xiao-Yun
LU Xiao-Xu

Keywords:

augmented reality technology; learning interest; achievement of learning goals; cognitive load; contour map

Abstract

In order to test the influence of augmented reality technology on the learning interest, achievement of learning goals and cognitive load, an experimental study was conducted using the contour map teaching as an example. This paper selected 427 students from 8 classes in grade 7 of Zhantan Middle School in Xindu District of Chengdu as experimental samples, Classes with no significant difference in learning basic level were divided into experimental classes and control classes. The experimental classes adopted the AR three-dimensional video as teaching aids to give new lessons and the control classes adopted the traditional twodimensional video, and then the students' learning interest level, achievement of learning goals and cognitive load were measured. The results showed that the application of augmented reality technology in teaching could improve students' learning interest and achievement of learning goals, but had no effect on reducing cognitive load.

Downloads

How to Cite

The Influence of Augmented Reality Technology on the Learning Interest, Achievement of Learning Goals and Cognitive Load of Middle School Students. (2023). Global Journal of Human-Social Science, 23(G2), 51-56. https://socialscienceresearch.org/index.php/GJHSS/article/view/103642

Download Citation

References

Cai Su, Wang Pei-Wen, Yang Yang (2016) Review on augmented reality in education[J]. (5), 27-40.

Zhang Si-Fang, Jiang Jia-Fa (2018) Augmented Reality (AR) in Education - A New Prospect. 8(6), 64-69.

Wang Guo-Hua, Zhang Li-Guo (2017) Augmented reality in education: themes, potentials and challenges. (10), 12-18.

Tosti Chiang, Stephen Yang, Chester Huang, Addison Su (2014) Cooperative Learning by Location-Based Augmented Reality for an Inquiry Learning Course. 75-78.

C Carrera, C Perez, J L S Cantero, J D L T (2017) Teaching with AR as a tool for relief visualization: Usability and motivation study. (1), 69-84.

Z Turan, E Meral, I Sahin (2018) The impact of mobile augmented reality in geography education: Achievements, cognitive loads and views of university students[J]. (3), 427-441.

C Carrera, C Asensio, L A B (2017) Augmented reality as a digital teaching environment to develop spatial thinking. (3), 259-270.

C Carrera, C Asensio, L A B (2017) Landscape interpretation with augmented reality and maps to improve spatial orientation skill. (1), 119-133.

Yuan Ling, Lu Xiao-Xu, Wu Cheng-Ling (2019) The influence of AR technology on middle school students' achievement scale of learning goal-taking the contour map teaching as an example. (11), 53-59.

Chen Liang-Ying, Zhao Jun-Min, Wang Guangshuai (2019) The application research of augmented reality technology in the intervention of children with autism--taking the lexical cognitive intervention as an example. (8), 86-92.

Hsien-Sheng Hsiao, Cheng-Sian Chang, Chien-Yu Lin, Yau-Zng Wang (2013) Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. 24(1), 205-223.

Emin İbili (2018) Effect of augmented reality environments on cognitive load: pedagogical effect, instructional design, motivation and interaction interfaces. 15(5), 42-57.

Lu Xiao-Xu, Zhao Yuan, Zhu Hui (2011) The correlation of the presentation of classroom teaching aims of geography with teaching efficiency. (1), 100-106.

C X Wang, T Fang, Y Gu (2020) Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia. (1), 103-116.

Du Huang Wen-Qian, Sun Feng-Zhen, Yu-Yu (2019) Teaching Geography. 276-370.

Fred Paas, Jeroen Van Merriënboer (1994) Instructional control of cognitive load in the training of complex cognitive tasks. 6(4), 351-371.

Sun Chong-Yong, Liu Dian-Zhi (2013) A comparison of several subjective rating scales of cognitive load [J]. (1), 194-201.

Yang Jian (2020) Attitudes of Public Primary School Students in Jordan towards using Interactive Boards in Classroom: Empirical Study. (1), 41-47.

M Dunleavy, Dede Mitchell, R (2009) Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. (1), 7-22.

Joakim Frederiksen, Stine Sørensen, Lars Konge, Morten Svendsen, Morten Nobel-Jørgensen, Flemming Bjerrum, Steven Andersen (2020) Cognitive load and performance in immersive virtual reality versus conventional virtual reality simulation training of laparoscopic surgery: a randomized trial. 34(3), 1244-1252.