Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns
Abstract:Research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns i… Show more
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