Unlocking Augmented Reality Learning Design Based on Evidence From Empirical Cognitive Load Studies—A Systematic Literature Review.
Background: Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the numbe...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 26 |
|---|---|
| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |