Abstract
Multimedia learning theories suggest presenting associated pieces of information in spatial and temporal contiguity. New technologies like Augmented Reality allow for realizing these principles in science laboratory courses by presenting virtual real-time information during hands-on experimentation. Spatial integration can be achieved by pinning virtual representations of measurement data to corresponding real components. In the present study, an Augmented Reality-based presentation format was realized via a head-mounted display and contrasted to a separate display, which provided a well-arranged data matrix in spatial distance to the real components and was therefore expected to result in a spatial split-attention effect. Two groups of engineering students (N = 107; Augmented Reality vs. separate display) performed six experiments exploring fundamental laws of electric circuits. Cognitive load and conceptual knowledge acquisition were assessed as main outcome variables. In contrast to our hypotheses and previous findings, the Augmented Reality group did not report lower extraneous load and the separate display group showed higher learning gains. The pre- and posttest assessing conceptual knowledge were monitored by eye tracking. Results indicate that the condition affected the visual relevancy of circuit diagrams to final problem completion. The unexpected reverse effects could be traced back to emphasizing coherence formation processes regarding multiple measurements.
Highlights
In science education, conceptual knowledge is very important for capturing structural connections between subject-specific concepts, principles, and procedures in classrooms (e.g., Vosniadou, 2007; Bennet and Bennet, 2008) and is often facilitated by engaging learners in inquiry processes, such as scientific experimentation
The present study aimed to address this gap by further exploring the assumptions of Altmeyer et al (2020) and expand their findings by contrasting an AR condition and a separate-display condition that made best use of the respective advantages: instead of tablets, an optical see-through head-mounted display (HMD) was used in the AR condition in order to promote the spatial linking of measured values to the corresponding real components as well as to ensure freehand interaction (Kuhn et al, 2016; Strzys et al, 2019; Thees et al, 2020) and thereby reducing interruptions which accompanied the handling of the tablet-based AR setting
None of the hypotheses were supported by our data as the AR condition did not trigger lower extraneous cognitive load (ECL) ratings or higher learning gains
Summary
Conceptual knowledge is very important for capturing structural connections between subject-specific concepts, principles, and procedures in classrooms (e.g., Vosniadou, 2007; Bennet and Bennet, 2008) and is often facilitated by engaging learners in inquiry processes, such as scientific experimentation. AR for Students’ Lab Work is to trigger learning processes by enabling students to follow (professional) scientific methods and practices (Pedaste et al, 2015). This student-centered perspective demands active knowledge construction by making observations and inferring principles based on gathered information (Lazonder and Harmsen, 2016). Albeit traditional hands-on inquiry-based laboratories allow for unique experiences, pure physical lab work does not ensure positive learning outcomes (Hofstein and Lunetta, 2004; Finkelstein et al, 2005; Wieman and Holmes, 2015; Husnaini and Chen, 2019; Kapici et al, 2019). Learners might be overstrained by the complexity of the processes and experience cognitive overload situations that hinder learning (e.g., Kirschner et al, 2006)
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