The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle

Abstract

In recent years, several studies have provided evidence for the positive impact of augmented reality in language acquisition. In particular, augmented reality as a multimedia learning environment has been found to be potentially more effective than learning using traditional methods, such as paper-based textbooks. According to the cognitive theory of multimedia learning, it can help reduce the extraneous cognitive load and improve learning by employing the spatial continuity principle. In this paper, the impact of the spatial continuity principle on the augmented reality learning system was tested by comparing the cognitive load and learning performance of two separate learning systems. The experimental results showed that the explanation integration system, which applies the principle of spatial continuity to the augmented reality learning system, was more effective in terms of knowledge retention. However, the results on the cognitive load contrasted previous research findings on the spatial continuity principle approach, as no differences were found in the extraneous cognitive load of the learners in the two systems.