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Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), 1-10.

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Augmented Reality and Its Influence on Cognitive Thinking in Learning

1Department of Learning Technologies, University of North Texas, Denton, U.S.A.


American Journal of Educational Research. 2021, Vol. 9 No. 8, 504-512
DOI: 10.12691/education-9-8-6
Copyright © 2021 Science and Education Publishing

Cite this paper:
Caroline Kairu. Augmented Reality and Its Influence on Cognitive Thinking in Learning. American Journal of Educational Research. 2021; 9(8):504-512. doi: 10.12691/education-9-8-6.

Correspondence to: Caroline  Kairu, Department of Learning Technologies, University of North Texas, Denton, U.S.A.. Email: CarolineKairu@my.unt.edu

Abstract

Augmented reality (AR) is a medium of transforming K-12 and higher education. The ability to overlay multimedia onto the real world for viewing using web-based environments and technology-enabled devices such as tablets, desktop computers, mackintosh, and phones affords students the ability to access information and resources any place and time they need it. Effective use of technology-based environments and augmented reality reduces cognitive load by scaffolding information and lessons' contents. Augmented reality can readily help in cognitive thinking and enhancing cognitive thinking processes. An increase in patients' cognitive processes using augmented reality in the medical industry where patients use augmented reality tasks to regain cognition, mobility, and ability to perform basic human tasks. The critical literature review will review augmented reality in higher education and its impact on increasing cognitive thinking. Challenges of using augmented reality will be reviewed, including its benefits. There will be a discussion on the gaps in research on augmented reality in higher education and best practices on the use of augmented reality.

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