Exploring the effect of augmented reality on cognitive load, attitude, spatial ability, and stereochemical perception

Elford, Daniel, Lancaster, Simon J. and Jones, Garth A. (2022) Exploring the effect of augmented reality on cognitive load, attitude, spatial ability, and stereochemical perception. Journal of Science Education and Technology, 31 (3). pp. 322-339. ISSN 1059-0145

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Augmented reality (AR) has the capacity to afford a virtual experience that obviates the reliance on using two-dimensional representations of 3D molecules for teaching stereochemistry to undergraduate students. Using a combination of quantitative instruments and qualitative surveys/interviews, this study explored the relationships between students’ attitudes, perceived cognitive load, spatial ability, and academic performance when engaging in an asynchronous online stereochemistry activity. Our activity was designed using elements of game-based learning, and integrated AR technologies. The control group was provided with a copy of our activity that used two-dimensional drawings, whereas the AR group completed an activity using the AR technologies. For this cohort of students, results indicated significant improvement in academic performance in both the control and AR groups. The introduction of AR technologies did not result in the AR group outperforming the control group. Participants from both groups displayed significant improvements in spatial ability throughout the research period. Further, a moderate correlation (rs = 0.416) between students’ spatial ability and academic performance was found. No significant intergroup differences in the perceived cognitive loads of students were observed. A significant difference was observed on one item of the Intellectual Accessibility subscale of the ASCI (V2), Complicated–Simple. We found no correlation for student attitude or cognitive load with academic performance. The findings of this study provide insights for future AR-related studies to explore the role of spatial ability, student attitude, and cognitive load in learning performance.

Item Type: Article
Uncontrolled Keywords: augmented reality,game-based learning,interactive visualisation,problem solving,undergraduate,vsepr,education,engineering(all) ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Science > School of Chemistry
UEA Research Groups: Faculty of Science > Research Groups > Chemistry of Light and Energy
Faculty of Science > Research Groups > Centre for Photonics and Quantum Science
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Depositing User: LivePure Connector
Date Deposited: 17 Feb 2022 10:30
Last Modified: 18 Aug 2023 14:31
URI: https://ueaeprints.uea.ac.uk/id/eprint/83546
DOI: 10.1007/s10956-022-09957-0


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