Examination of multimedia learning principles in augmented reality and virtual reality learning environments

This study examined the effects of augmented reality (AR), virtual reality (VR), and traditional learning environments on university students' cognitive load, motivation, and learning outcomes. The efficacy of segmenting, pre-training, and modality principles was also investigated in reducing cognitive load and improving learning outcomes within these contexts. A 3x4 factorial design was implemented with 383 participants, assessing retention, transfer, cognitive load, and motivation scores. Results showed that AR significantly improved retention for cell structure compared to traditional learning, while no significant differences were found for lightning formation. The modality effect was observed for lightning formation in AR but not for cell structure. The segmenting effect was present for retention in both subjects but absent for transfer and cognitive load scores. The pre-training effect was observed for retention in VR and AR for lightning formation but not for cell structure, with inconsistent results for transfer scores. These findings suggest that various factors, including subject matter complexity, learning environment characteristics, instructional design, and individual learner differences, influence the presence or absence of these effects. This highlights the importance of considering these factors when designing educational interventions to optimize learning outcomes. Further research must identify conditions for effectively leveraging these effects across different subject matters, learning environments, and outcomes.