Cognitive Cost of Using Augmented Reality Displays

Baumeister, James; Ssin, Seung Youb; ElSayed, Neven A. M.; Dorrian, Jillian; Webb, D. P.; Walsh, James A.; Simon, Timothy M.; Irlitti, Andrew; Smith, Ross; Kohler, Mark; Thomas, Bruce H.

doi:10.1109/tvcg.2017.2735098

Cited by 118 publications

(50 citation statements)

References 37 publications

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“…This is remarkable, as introducing multiple real-time representations to the learning environment also has a distractive potential. The use of smartglasses as technical solution to create AR environments may be assumed to introduce additional EL [17]. This, however, might not be captured by the CLS, as all items related to the factor EL refer to "instructions and/or explanations".…”

Section: Discussionmentioning

confidence: 99%

Smartglasses in STEM laboratory courses – the augmented thermal flux experiment

Strzys¹,

Thees²,

Kapp³

et al. 2019

2018 Physics Education Research Conference Proceedings

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Augmented reality (AR) learning scenarios with see-through smartglasses create a wearable education technology providing active access to various additional information without distracting from the physical interaction with reality. We already have introduced such an AR version of a standard physics experiment of introductory lab courses on heat conduction in metals, using real physical data from external sensors for analyzing and displaying thermal phenomena in real-time. Besides a direct feedback, ensuring that students get an immediate impression of the effects of the experimental parameters, this scenario is also able to visualize invisible physical processes, using false-color representations to show the temperature of the apparatus. In a previous study conducted in an introductory STEM laboratory, we were able to show that such an AR learning environment indeed is suitable to foster learners' conceptual understanding of thermal phenomena. In the current paper we focus on the question how learners can benefit from such a scenario by influencing cognitive load (CL). In a second study we use the cognitive load scale (CLS) to discriminate the different types of learners' CL. We confirmed the structure of the scale by a factor analysis, finding three factors corresponding to the three types of CL, each with high reliability. Moreover, we were able to show that with our AR scenario extraneous load could significantly be reduced, compared to a non augmented traditional setup.

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Section: Discussionmentioning

confidence: 99%

Smartglasses in STEM laboratory courses – the augmented thermal flux experiment

Strzys¹,

Thees²,

Kapp³

et al. 2019

2018 Physics Education Research Conference Proceedings

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“…In this section, we review the literature on VR and AR as it pertains to HoloLens display technology, applications for use and human-computer interaction (HCI) strengths and limitations. Baumeister et al (2017) describe three technologies for the display of AR. Those technologies include spatial AR (in which displays are fixed and users need not wear or hold a display device), video see-through and optical see-through.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Since an activity experienced in virtual environments is designed to be similar to an activity experienced in the real-world environments (Bach et al 2018;Coppens 2017), it is said that MR with the Microsoft HoloLens may provide beneficial learning and training applications. However, studies indicate that the increased cognitive load associated with the use of the Microsoft HoloLens in simple procedural tasks has a detrimental impact on performance (Baumeister et al 2017). Bach et al (2018) found that continued instruction and practice with the Microsoft HoloLens can lead to improvement.…”

Section: Introductionmentioning

confidence: 99%

Exploring mixed reality based on self-efficacy and motivation of users

Essmiller

Asino

Ibukun

et al. 2020

Research in Learning Technology

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This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load.

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“…Ren et al [25] developed a system to emulate different FoVs finding out that a 108 Â 82°FoV allowed users to fulfill tasks quicker than using a FoV constrained to 45 Â 30°. The cognitive cost of using different FoVs is evaluated in [26]. Three different devices have been compared to verify whether distinct devices require different cognitive loads in a button-pressing procedural task.…”

Section: Fov In Armentioning

confidence: 99%

An Evaluation of Game Usability in Shared Mixed and Virtual Environments

Pace¹,

Manuri²,

Sanna³

et al. 2020

Game Design and Intelligent Interaction

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Augmented reality (AR) and virtual reality (VR) technologies are increasingly becoming more pervasive and important in the information technology area. Thanks to the technological improvements, desktop interfaces are being replaced by immersive VR devices that offer a more compelling game experience. AR games have started to draw attention of researchers and companies for their ability to exploit both the real and virtual environments. New fascinating challenges are generated by the possibility of designing hybrid games that allow several users to access shared environments exploiting the features of both AR and VR devices. However, the user experience and usability can be affected by several parameters, such as the field of view (FoV) of the employed devices or the realism of the scene. The work presented in this chapter aims to assess the impact of the FoV on the usability of the interfaces in a first-person shooter game. Two players, interacting with AR (first player) and VR (second player) devices, can fight each other in a large game environment. Although we cannot ascertain that different FoVs have affected the game usability, users considered the narrow FoV interfaces to be less usable, even though they could freely move around the real environment.

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Cognitive Cost of Using Augmented Reality Displays

Cited by 118 publications

References 37 publications

Smartglasses in STEM laboratory courses – the augmented thermal flux experiment

Smartglasses in STEM laboratory courses – the augmented thermal flux experiment

Exploring mixed reality based on self-efficacy and motivation of users

An Evaluation of Game Usability in Shared Mixed and Virtual Environments

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