Effect of reducing extraneous processing principles on cognitive load and achievement in augmented reality and virtual reality environments in multimedia learning

The aim of this study is to examine the effect of the principles for reducing extraneous processing in multimedia learning and achievement in augmented reality and virtual reality environments in the context of the Generative Multimedia Learning Theory. A 3 (multimedia principles) X 2 (learning environment) X 2 (measurement) factorial design was used to examine achievement performance of participants. A true experimental design was implemented with 349 undergraduate students from Anadolu University Faculty of Education in Spring 2017-2018. Participants' working memory capacity and background knowledge were measured before the intervention. Cognitive load and metacognitive judgements were examined upon successful completion of the experiments. Findings revealed no statistically significant differences with regard to learning outcomes and metacognitive judgements. However, when the cognitive load levels of the participants were examined, it was found that only the levels of objective cognitive load were statistically different in AR and VR environments. In addition, the relationship between the learning outcomes and cognitive load variables were determined. These findings were discussed according to the relevant literature and followed by implications and suggestions for the further studies.