Exploring Augmented Reality's Influence on Cognitive Load and Emotional Dynamics Within AAV Training Environments
Fatema Rahimi, Abolghasem Sadeghi‐Niaraki, Houbing Song, Huihui Wang, Soo-Mi Choi
Abstract
This study investigates the cognitive and emotional processes involved in augmented reality (AR)-based learning. The study looks at learning outcomes, emotional responses, meditation, and attention using a comprehensive approach that includes self-assessment, EEG data gathering, and post-experiment questionnaires. Twelve participants, selected based on their English proficiency and lack of prior knowledge of the course material, engaged in AR-based learning, while a baseline reading condition was included to contextualize cognitive and emotional engagement. The study findings indicate that the AR group's participants demonstrated notably elevated attention and meditation levels, indicating heightened engagement and focus that is advantageous for efficient assimilation and retention of knowledge. Furthermore, AR learners reported feeling less tired and exhausted, which may have mitigated the negative emotional states that are frequently connected to learning activities. However, no significant differences in negative emotions were observed between the reading and AR groups. These results emphasize the value of customized AR environments for education goals and the need for more study to maximize learning outcomes and affective experiences in AR learning contexts.