Abstract
Many studies have demonstrated that augmented reality (AR) learning environments could effectively enhance learning efficiency in formal education compared to real learning environments. Furthermore, multimedia learning in AR has been shown to significantly improve learning performance and reduce cognitive load. However, few studies have explored the impact of AR environments on cognitive load and learning performance in informal learning, such as museum education. This study aims to fill this gap and investigate the impact of the relationship between the visual and auditory channels on knowledge acquisition and cognitive load in AR, as quantified by various indicators including heart rate variability, knowledge questionnaire score, user preference, and NASA-TLX. The results of within-group experiments suggested that the combination of visual and auditory information can substantially improve learning performance and reduce the task load compared to single-channel information delivery.
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Zhao, M., Ma, S., Liu, Y., Song, W. (2023). Multimedia-Based Informal Learning in Museum Using Augmented Reality. In: Yongtian, W., Lifang, W. (eds) Image and Graphics Technologies and Applications. IGTA 2023. Communications in Computer and Information Science, vol 1910. Springer, Singapore. https://doi.org/10.1007/978-981-99-7549-5_5
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