Thees Michael, Altmeyer Kristin, Kapp Sebastian, Rexigel Eva, Beil Fabian, Klein Pascal, Malone Sarah, Brünken Roland, Kuhn Jochen
Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany.
Department of Education, Saarland University, Saarbrücken, Germany.
Front Psychol. 2022 Mar 7;13:804742. doi: 10.3389/fpsyg.2022.804742. eCollection 2022.
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 ( = 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.
多媒体学习理论建议在空间和时间上连续呈现相关信息片段。像增强现实这样的新技术能够通过在实际操作实验过程中呈现虚拟实时信息，在科学实验室课程中实现这些原则。空间整合可以通过将测量数据的虚拟表示固定到相应的实际组件上来实现。在本研究中，通过头戴式显示器实现了一种基于增强现实的呈现格式，并与单独的显示器进行对比，后者提供了一个与实际组件有空间距离的排列整齐的数据矩阵，因此预计会产生空间分散注意力效应。两组工科学生（ = 107；增强现实组与单独显示器组）进行了六个探索电路基本定律的实验。将认知负荷和概念知识获取作为主要结果变量进行评估。与我们的假设和先前的研究结果相反，增强现实组并未报告较低的无关负荷，而单独显示器组显示出更高的学习收获。通过眼动追踪监测评估概念知识的前测和后测。结果表明，该条件影响了电路图与最终问题解决的视觉相关性。意外的反向效应可以追溯到强调关于多次测量的连贯形成过程。
