Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

Abstract

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

Exploring the Effect of Augmented Reality on Cognitive Load, Attitude, Spatial Ability, and Stereochemical Perception

“…No longer does an educator need to make arbitrary judgements about the most effective representation to carry the learning objective. This initiative liberates the two-dimensional constraints of a representation, and places control into the fingertips of the individual student, promoting active learning in the affective and cognitive domains (An & Holme, 2021;Keller et al, 2021).…”

Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

“…36 Reducing cognitive load is a crucial aspect for educators to enhance learning outcomes, but also to employ available tools to measure cognitive load. 37 The present investigation aims to overcome the limitations of prior studies by integrating the cognitive load theory from the field of cognitive psychology with a laboratory based on microcomputers. The study advocates the consideration of the cognitive-psychological states of learners in the educational setting to facilitate a learning experience that is both enjoyable and effective.…”

Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns

“…The positive contribution of AR to cognitive load has been demonstrated in several studies (Ibili & Billinghurst, 2019 ). Prior studies have uncovered the effectiveness of AR in understanding complex and abstract learning concepts by lowering intrinsic and extraneous cognitive load (Ibili & Billinghurst, 2019 ; Keller et al, 2021 ). In the virtual learning environment, cognitive load increases if the difficulty of new learning content is high (Skulmowski & Xu, 2022 ).…”

“…The AR approach can reduce learners’ efforts in information processing and their difficulty dealing with science learning content (Fadl & Youssef, 2020 ). AR directly affects memory resources related to spatial 3D representations, leading to reduced intrinsic load (Ibili & Billinghurst, 2019 ); then, students can invest lower cognitive effort while still successfully understanding the learning topics and comprehending scientific concepts (Keller et al, 2021 ). There are some cognitive load-related challenges for AR learning, such as learners’ cognitive overload due to the large amount of cognitively relevant information contained in learning materials and the complex tasks required in AR environments (Akçayir & Akçayir, 2017 ).…”