Analysis of the Mental Workload Generated by Learning Experiences Through Augmented Reality and Virtual Reality in Students of Regular Basic Education

Abstract

Objetive: To analyze the mental workload produced by immersive learning experiences through augmented reality (AR) and virtual reality (VR). Theoretical framework: This section presents the main concepts and theories that support the research. The theory of cognitive mental workload includes dimensions such as Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, providing a solid foundation for understanding the research context. Method: The methodology used for the research follows a qualitative quasi-experimental approach. The selected population consisted of 100 students, from which 2 groups of 50 members each were randomly selected using simple random sampling, experimental and control groups. Seven learning sessions were developed in the Social Sciences area. The experimental group experienced learning activities involving AR and VR, while the control group underwent traditional sessions. The experimental group students faced tasks related to navigation, movement, manual interaction, information processing, search, storage, and decision-making. The standardized NASA-TLX (Task Load Index) instrument, comprising 6 dimensions: Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, was used for analysis. Results and conclusion: The results show that experimentation with AR presents a moderate mental workload, while experimentation with VR presents a significant mental workload, compared to students who did not participate in AR and VR experiences, who did not present mental workload in the development of their activities. Research implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of mental workload. These implications may encompass frustration, performance, effort, physical, mental, and temporal demand. Originality/Value: This study contributes to the literature by showing how mental workload directly influences academic performance and learning effectiveness, as excessive levels of workload can negatively affect attention and information retention.