Keywords
interactivity
Active Integration
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Copyright (c) 2023 Jule M. Krüger, Franziska Schacht, Daniel Bodemer
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Augmented reality (AR) offers many possibilities to interact with learning materials. It is important to use these in a targeted way in order not to overload learners, but still stimulate relevant information processing and learning processes. Assigning different forms of representations externally by oneself (active integration) can stimulate relevant organisational and integration processes and is here transferred to an AR learning application that links virtual and real components. In an experimental comparison to a pre-integrated version (N = 94), variables on cognitive load, task load and learning success are recorded. The hypotheses that Active Integration leads to higher Germane Cognitive Load and better learning success were not confirmed and the descriptive data even showed an opposite difference. Most of the other hypotheses were also rejected, as no significant differences were found. Only perceived performance was significantly higher for actively integrating learners. In the exploratory examination of screen-recordings of the learning phase, it became apparent that with active integration the virtual elements in the AR application were less stable and less frequently visible overall. The results are discussed with regard to this particularity and the high complexity of using AR. Recommendations for further research and using interactive AR in practice are given.
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