Effects of augmented reality on learning and cognitive load in university physics laboratory courses
作者：
Highlights：
• Development and investigation of AR-based physics laboratory scenario.
• Application of spatial and temporal contiguity to avoid split-attention.
• Adaptation of self-reported cognitive load scale for laboratory course instructions.
• Significant reduction of extraneous load for AR-based workflow.
• No significant group-dependent learning gains for conceptual knowledge.
摘要
•Development and investigation of AR-based physics laboratory scenario.•Application of spatial and temporal contiguity to avoid split-attention.•Adaptation of self-reported cognitive load scale for laboratory course instructions.•Significant reduction of extraneous load for AR-based workflow.•No significant group-dependent learning gains for conceptual knowledge.
论文关键词：Augmented reality,Smartglasses,Cognitive load,Split-attention effect,STEM laboratory courses,Physics laboratory courses
论文评审过程：Received 23 August 2019, Revised 21 February 2020, Accepted 24 February 2020, Available online 25 February 2020, Version of Record 4 March 2020.
论文官网地址：https://doi.org/10.1016/j.chb.2020.106316
