Cognitive load and mixed reality (augmented and virtual)

Número

Downloads

Article abstract page views:  639  

DOI

https://doi.org/10.25267/Hachetetepe.2023.i27.2206

Info

No. 27 (2023)
Articles
2206
Published: 02-11-2023
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

Abstract

Technological progress has led to the emergence of cutting-edge tools that enrich the physical environment by incorporating virtual elements. In the field of education, this technological immersion offers learning experiences that guarantee greater optimisation in the acquisition of knowledge through a lower cognitive load. These technologies have the capacity to create and add information developed in virtual environments, which gives them a high level of control and knowledge of the real world. In this context, the concept of Extended Reality (ER) arises, which would encompass both Augmented Reality (AR) and Virtual Reality (VR). The present research originates from the project The Metaverse: Extended Reality (Virtual and Augmented) in Higher Education: Design, Production, Evaluation and Training of Extended Reality Programmes for University Education (MEREVIA). The main objective is to explore the educational reality in relation to the use of ER and to address the various circumstances that may arise when integrating these technologies into educational practice. To this end, various data collection and analysis strategies, both quantitative and qualitative, will be applied. In addition, different phases of design, production and evaluation of learning objects in different areas of knowledge will be carried out.

Keywords

Extended Reality Google Schoolar
Augmented Reality Google Schoolar
Virtual Reality Google Schoolar
Cognitive load Google Schoolar

Downloads

Download data is not yet available.

Supporting Agencies  

This study has received funding through the Programa Estatal para Promover la Investigación Científica y Tecnológica y su Transferencia, within the framework of the Plan Estatal de Investigación Científica, Técnica y de Innovación 2021-2023. Reference number: PID2022-136430OB-I00.

How to Cite

Cabero-Almenara , J., Llorente- Cejudo , C., & Martín-Párraga, L. (2023). Cognitive load and mixed reality (augmented and virtual). Hachetetepé. Scientific Journal of Education and Communication, (27), 2206. https://doi.org/10.25267/Hachetetepe.2023.i27.2206

Author Biographies

Julio Cabero-Almenara , Universidad de Sevilla

Professor at the University of Seville, specialist in educational technology. He is the director of the Secretariat for Educational Innovation at the University of Seville, director of the Didactic Research Group (HUM 390) and director of the journal Pixel Bit. Revista de Medios y Educación, he is a member of scientific boards of other journals and organiser and president of scientific committees of national and international conferences.He has also developed several research projects for the Ministry of Science and Technology, and for Ibero-American organisations such as the OEI and numerous universities.

Carmen Llorente- Cejudo , Universidad de Sevilla

Doctor in Educational Sciences, and Associate Professor in the Department of Didactics and Educational Organisation of the Faculty of Educational Sciences, University of Seville. Secretary of the Department of Didactics and School Organisation and Member of the Didactics Research Group: Technological and Qualitative Analysis of Teaching-Learning Processes, University of Seville. She has participated in various research projects on the competences and skills of students in ICT, as well as on the training of university teaching staff in methodological strategies for the incorporation of online learning in the European Higher Education Area, or Augmented Reality for university education, among others. She is the author of several works related to e-learning, such as: "Blended Learning. Diseño de acciones para el aprendizaje", "La Docencia universitaria y las Tecnologías Web 2.0. Renewal and innovation in the European Space", or "Blended Learning through Telematic Networks".

Lorena Martín-Párraga, Universidad de Sevilla

Doctor in Educational Sciences and graduate in Pedagogy from the University of Seville. Specialised in evaluation and research through the master’s degree in management, Evaluation and Quality of Training Institutions. She is a member of the Didactic Research Group (GID-HUM 390): Technological and Qualitative Analysis. He is Honorary Assistant at the Faculty of Education Sciences. The results of the research carried out are highlighted through participation in R+D+I project and dissemination through the publication of articles, book chapters, participation in conferences, seminars and national and international research conferences. The publication of JRC Q1, JRC Q2 and Scopus Q2 articles stands out. Likewise, the publication of book chapters in publishers located in the first quartile (Q1) of the SPI such as Octaedro, Dykinson, Thomson and Graó. He has also carried out research stays at the University of Guadalajara (Mexico). He has taught non-official courses at different universities (specialising in Educational Technology), participated in teaching innovation projects and created training material. Currently, she is doing her PhD full time in the Department of Didactics and Educational Organisation, where she continues her research and management work.

License

Copyright (c) 2023 Julio Cabero-Almenara , Carmen Llorente- Cejudo , Lorena Martín-Párraga

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those authors who have published with this journal, accept the following terms:

  1. They will retain their copyright and guarantee the journal the right to first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License . They may be copied, used, disseminated, transmitted and publicly displayed, provided that the authorship, url, and magazine are cited, and are not used for commercial purposes. No derivative works are allowed.
  2. They may adopt other non-exclusive license agreements for the distribution of the published version of the work (e.g., deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
  3. Disseminate your work through the Internet (e.g., in institutional telematic archives or on your website) once the manuscript is accepted, which may lead to interesting exchanges and increased citations of the published work. (See The effect of open access).

Hachetetepé. Scientific journal of education and communication does not charge a fee for the submission of manuscripts or for the publication of its articles.

References

Abich IV, J., Parker, J., Murphy, J. S. y Eudy, M. (2021). A review of the evidence for training effectiveness with virtual reality technology. Virtual Reality, 25(4), 919-933.

Albus, P., Vogt, A. y Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, 104154.

Aroca- Reyes, C., y Llorente- Cejudo, C. (2023). Design, construction and validation of a rubric to measure motivation in Early Childhood Education with the use of Augmented Reality. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 143–156. https://doi.org/10.24310/innoeduca.2023.v9i1.14237

Ausín- Villaverde, V., Rodríguez- Cano, S., Delgado- Benito, V., y Bogdan Toma, R. (2023). Evaluación de una APP de realidad aumentada en niños/as con dislexia: estudio piloto. Pixel-Bit. Revista de Medios y Educación, (66), 87-111.

Bautista, L., Maradei, F. y Pedraza, G. (2023). Strategies to reduce visual attention changes while learning and training in extended reality environments. International Journal on Interactive Design and Manufacturing (IJIDeM), 17(1), 17-43.

Brown, M., McCormack, M., Reeves, J., Brook, D. C., Grajek, S., Alexander, B., Weber, N., Bali, M., Bulger, S., Dark, S., Engelbert, N., Gannon, K., Gauthier, A., Gibson, D., Gibson, R., Lundin, B., Veletsianos, G. y Weber, N. (2020). 2020 educause horizon report teaching and learning edition (pp. 2-58). Educause.

Cabero- Almenara, J., Valencia-Ortiz, R. y Llorente-Cejudo, C. (2022). Ecosystem of emerging technologies: augmented, virtual and mixed reality. Tecnología, Ciencia y Educación, 23, 7-22. https://doi.org/10.51302/tce.2022.1148

Cabero- Almenara, J., y Llorente- Cejudo, C. (2023). Tecnologías y metodologías emergentes. En C.LL. Cejudo y J.G. Castillo (Eds.), Tecnologías emergentes y pedagogía de la innovación (pp. 11-24). Dykinson.

Cabero-Almenara, J., Llorente-Cejudo, C., Palacios-Rodríguez, A. y Gallego-Pérez, Ó. (2023a). Degree of Acceptance of Virtual Reality by Health Sciences Students. Students. Int. J. Environ. Res. Public Health, 20, 5571.

Cabero-Almenara, J., De-La-Portilla-De-Juan, F., Barroso-Osuna, J. y Palacios-Rodríguez, A. (2023b). Technology-Enhanced Learning in Health Sciences: Improving the Motivation and Performance of Medical Students with Immersive Reality. Applied Sciences, 13(14), 8420.

Campos- Soto, M., Navas-Parejo, M. y Moreno- Guerrero, A. (2020). Realidad virtual y motivación en el contexto educativo: Estudio bibliométrico de los últimos veinte años de Scopus. Alteridad. Revista de educación, 15(1), 47-60.

Castro-Meneses, L. J., Kruger, J. L. y Doherty, S. (2020). Validating theta power as an objective measure of cognitive load in educational video. Educational Technology Research and Development, 68, 181-202.

Centre for Education Statistics and Evaluation (2017). Cognitive load theory: Research that teachers really need to understand. Sydney: Centre for Education Statistics and Evaluation.

Chandler, P. A., Ayres, P. L. y Kirschner, P. (2011). Contemporary cognitive load theory research: the good, the bad and the ugly.

Chang, Y. S., Chou, C. H., Chuang, M. J., Li, W. H. y Tsai, I. F. (2023). Effects of virtual reality on creative design performance and creative experiential learning. Interactive Learning Environments, 31(2), 1142-1157.

Di Natale, A. F., Repetto, C., Riva, G. y Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033.

Díaz, E., Rubio, S., Martín, J. y Luceño, L. (2010). Estudio Psicométrico del Índice de Carga Mental

NASA-TLX con una Muestra de Trabajadores Españoles. Revista de Psicología del Trabajo y de las Organizacionesm 26(3), 191-199.

Figueroa, J., Huffman, L., y Rosa Dávila, E. (2021). Fusionando la realidad aumentada en la educación bilingüe y ESL: Percepciones de futuros maestros. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 51–60. https://doi.org/10.24310/innoeduca.2021.v7i1.9823

Fromm, J., Radianti, J., Wehking, C., Stieglitz, S., Majchrzak, T. A. y vom Brocke, J. (2021). More than experience? On the unique opportunities of virtual reality to afford a holistic experiential learning cycle. The Internet and higher education, 50, 100804.

Fussell, S. G. y Truong, D. (2021). Accepting virtual reality for dynamic learning: An extension of the technology acceptance model. Interactive Learning Environments, 1-18.

Howard, M. C., Gutworth, M. B., y Jacobs, R. R. (2021). A meta-analysis of virtual reality training programs. Computers in Human Behavior, 121, 106808.

Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R. E., Avots, E. y Anbarjafari, G. (2019). Virtual reality and its applications in education: Survey. Information, 10(10), 318.

Klepsch, M. y Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 48(1), 45-77.

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E. y Whitelock, D. (2022). Innovating pedagogy 2022: exploring new forms of teaching, learning and assessment, to guide educators and policy makers.

Leppink, J., Paas, F., Van Gog, C. y Van der Vleuten, J. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.

Makransky, G., Petersen, G. B. y Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? British Journal of Educational Technology, 51(6), 2079-2097.

Maradei- García, F. M., Rojas, L. E. B. y Pedraza, G. (2023). Carga cognitiva y esfuerzo mental durante el cambio de contexto en entornos de realidad aumentada con fines de aprendizaje procedimental: Cognitive load and mental effort during context switching in augmented reality environments for procedural learning purposes. Pixel-Bit. Revista de Medios y Educación, (68), 305-340.

Marín-Díaz, V., Sampedro, B. E., y Vega Gea, E. (2022). Promoting learning through use of 360º videos. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 138–151. https://doi.org/10.24310/innoeduca.2022.v8i2.15120

Menjivar, E., Sánchez, E., Ruíz Palmero, J., y Linde, T. (2021). Revisión de la producción científica sobre la realidad virtual entre 2016 y 2020 a través de Scopus y WoS. EDMETIC, 10(2), 26–55.

Mulders, M., Buchner, J. y Kerres, M. (2020). A framework for the use of immersive virtual reality in learning environments. International Journal of Emerging Technologies in Learning (iJET), 15(24), 208-224.

Naismith, L. M., Cheung, J. J., Ringsted, C. y Cavalcanti, R. B. (2015). Limitations of subjective cognitive load measures in simulation‐based procedural training. Medical education, 49(8), 805-814.

Park, S. M. y Kim, Y. G. (2022). A metaverse: Taxonomy, components, applications, and open challenges. IEEE access, 10, 4209-4251.

Pernett- Cárdenas, M. (2018). Carga cognitiva en la lectura de hipertexto. Zona Próxima, (28), 42-56.

Radianti, J., Majchrzak, T. A., Fromm, J. y Wohlgenannt, I. (2020). A systematic review of immersive

virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778.

Rauschnabel, P. (2022). What is Augmented Reality Marketing? Its definition, complexity, and future. Journal of Business Research, 142.

Reid, GB. y Nygren, TE. (1988). The subjective workload assessment technique: a scaling procedure for measuring mental workload. En: Hancock PA, Meshkati N, editores, Human mental workload. Amsterdam: Elsevier, 185-218.

Reyes-Ruiz, G. (2022). La realidad aumentada como una tecnología innovadora y eficiente para el aprendizaje de idiomas en un modelo pedagógico Flipped Learning. Pixel-Bit: Revista de Medios y Educación, 65, 7-36.

Rolo- González, G., Díaz- Cabrera, D. y Hernández Fernaud, E. (2009). Desarrollo de una escala subjetiva de carga mental de trabajo (ESCAM). Revista de Psicología del Trabajo y de las Organizaciones, 25(1), 29-37.

Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S. y Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology

Review, 31, 293-317.

Singh, G., Mantri, A., Sharma, O. y Kaur, R. (2021). Virtual reality learning environment for enhancing electronics engineering laboratory experience. Computer Applications in Engineering Education, 29(1), 229-243.

Sweller, J., van Merriënboer, J. J. y Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational psychology review, 31, 261-292

Tang, Y. M., Au, K. M., Lau, H. C., Ho, G. T., y Wu, C. H. (2020). Evaluating the effectiveness of learning design with mixed reality (MR) in higher education. Virtual Reality, 24(4), 797-807.

Toala- Palma, J., Mera, J., Loor, J. y Vergara, M. I. S. (2020). La Realidad Virtual como herramienta de innovación educativa. EPISTEME KOINONIA: Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes, 3(5), 270-286.

Valdés, J. C., y Rueda, C. (2023). El trabajo colaborativo en los EDIT, explorando el aprendizaje inmersivo en el metaverso. RED. Revista de Educación a Distancia, 23(73).

Vásquez- Carbonell, M., y Silva-Ortega, J. I. (2020). Tendencias y características de la realidad virtual: Una revisión de la literatura entre los años 2017 y 2018. Computer and Electronic Sciences: Theory

and Applications, 1(1), 36-70.

Vergara, D., Antón-Sancho, Á., Extremera, J. y Fernández-Arias, P. (2021). Assessment of virtual reality as a didactic resource in higher education. Sustainability, 13(22), 12730.

Wang, Y. Y. & Chuang, Y. W. (2023). Investigating the potential adverse effects of virtual reality-based learning system usage: from UTAUT2 and PPVITU perspectives. Interactive Learning Environments, 1-20.

Yu, Z. (2021). A meta-analysis of the effect of virtual reality technology use in education. Interactive Learning Environments, 1-21.

Most read articles by the same author(s)