Assessing Cognitive Load, Performance, and Motivation in Design History Classes Through an Augmented Reality Application

Abstract

The potential of educational augmented reality systems to improve students’ learning performance, motivation, and cognitive load has been demonstrated by recent studies. To help students learn the design history material, this study suggests an AR-integrated learning application strategy. In this study, we use Modernism as the theoretical underpinning for the creation of an augmented reality-integrated learning program. We compare the motivation and performance test results of 60 college students ( N = 60) studying design history between the AR-supported and a corresponding traditional multimedia learning environment. The experimental findings show that students’ learning performance and motivation are much enhanced by this educational mobile augmented reality system approach and that their unnecessary cognitive load during the study was greatly decreased.