Augmented Reality and Its Influence on Cognitive Thinking in Learning

Caroline Kairu^1,

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

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

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.

Keywords:
augmented reality cognitive load cognitive thinking metacognition learning teaching

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education - cases, places and potentials. Educational Media International, 51(1), 1-15.
[2]	Lee, S., Jang, C., Moon, S., Cho, J., & Lee, B. (2016). Additive light field displays: Realization of augmented reality with holographic optical elements. ACM Transactions on Graphics, 35(4), 1-13.
[3]	Li, X., Yi, W., Chi, H., Wang, X., & Chan, A. P. C. (2018). A critical review of virtual and augmented reality (VR/AR) applications in construction safety. Automation in Construction, 86, 150-162.
[4]	Caboni, F., & Hagberg, J. (2019). Augmented reality in retailing: A review of features, applications and value. International Journal of Retail & Distribution Management, 47(11), 1125-1140.
[5]	Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior, 108, 106316.
[6]	Tzima, S., Styliaras, G., & Bassounas, A. (2019). Augmented reality applications in education: Teachers point of view. Education Sciences, 9(2), 99.
[7]	Roopa, D., Prabha, R., & Senthil, G. A. (2021). Revolutionizing education system with interactive augmented reality for quality education. Materials Today: Proceedings,
[8]	Kirner, C., Cerqueira, C. S., & Kirner, T. G. (2012). Using augmented reality artifacts in education and cognitive rehabilitation. In-Tech Open Science Open Minds. 247-270.
[9]	NarratorAR app: Handwriting practice for young children. (2020). School Librarian, 68(1), 22.
[10]	Tai, T., Chen, H. H., & Todd, G. (2020). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 1-26.
[11]	Wood, C. (2015, March 12). Cimagine bringing its markeless augmented reality shopping platform to the masses. New Atlas. https://newatlas.com/cimagine-augmented-reality-shop-direct-partnership/36521/.
[12]	Lim, K. Y. T., & Lim, R. (2020). Semiotics, memory and augmented reality: History education with learner-generated augmentation. British Journal of Educational Technology, 51(3), 673-691.
[13]	Lopreiato, J. O. (2016). Healthcare simulation dictionary. Agency for Healthcare Research and Quality.
[14]	Huang, T. L., & Liao, S. (2015). A model of acceptance of augmented-reality interactive technology: the moderating role of cognitive innovativeness. Electronic Commerce Research, 15(2), 269-295.
[15]	Klopfer, E., & Squire, K. (2008). Environmental Detectives—The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
[16]	Chang, H., Liang, J., & Tsai, C. (2020). Students' context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29(3), 399-408.
[17]	Wu, H., Lee, S. W., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41-49.
[18]	Scrivner, O., Madewell, J., Buckley, C., Perez, N. (2019). Best Practices in the Use of Augmented and Virtual Reality Technologies for SLA: Design, Implementation, and Feedback. Teaching Language and Teaching Literature in Virtual Environments, 55-72.
[19]	Lytridis, C., Tsinakos, A., Kazanidis, I., Chris Lytridis, Avgoustos Tsinakos, & Ioannis Kazanidis. (2018). ARTutor—An augmented reality platform for interactive distance learning. Education Sciences, 8(1), 6.
[20]	Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM Education—A case study. Education Sciences, 10(8), 198.
[21]	Midak, L. Y., Kravets, I. V., Kuzyshyn, O. V., Pahomov, J. D., & Lutsyshyn, V. M. (2020, February). Augmented reality technology within studying natural subjects in primary school. published on CEUR Workshop Proceedings (CEUR-WS. org).
[22]	Garzon, J. & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244-260.
[23]	Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., Brunken, R. (2020). Augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses – theoretical derivations and empirical findings. British Journal of Educational Technology, 51(3), 611-628.
[24]	Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31(2), 293-317.
[25]	Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
[26]	Sweller, J., van Merriënboer, Jeroen J. G, & Paas, F. (2019). Cognitive architecture and instructional design: 20 Years later. Educational Psychology Review, 31(2), 261-292.
[27]	Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27-45.
[28]	Chen, O., Woolcott, G., & Sweller, J. (2017). Using cognitive load theory to structure computer‐based learning including MOOCs. Journal of Computer Assisted Learning, 33(4), 293-305.
[29]	Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16.
[30]	Turan, Z., Meral, E., & Sahin, I. F. (2018). The impact of mobile augmented reality in geography education: Achievements, cognitive loads and views of university students. Journal of Geography in Higher Education, 42(3), 427-441.
[31]	Ross, A., & Gillett, J. (2019). “At 80 I know myself”: Embodied learning and older adults’ experiences of polypharmacy and perceptions of deprescribing. Gerontology and Geriatric Medicine, 5, 2333721419895617-2333721419895617.
[32]	Stolz, S. A. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
[33]	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.
[34]	Kosmas, P., Ioannou, A., & Zaphiris, P. (2019). Implementing embodied learning in the classroom: Effects on children's memory and language skills. Educational Media International, 56(1), 59-74.
[35]	Johnson-Glenberg, M. C., Megowan-Romanowicz, C., Birchfield, D. A., Savio-Ramos, C. (2016). Effects of embodied learning and digital platform on the retention of physics content: centripetal force. Frontiers in Psychology, 7, 1819.
[36]	Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
[37]	Leppink, J., Paas, F., Van Gog, T., van Der Vleuten, C. P., & Van Merrienboer, J. J. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.
[38]	Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31(7), 611-623.
[39]	Jeffri, N. F. S., & Awang Rambli, D. R. (2021). A review of augmented reality systems and their effects on mental workload and task performance. Heliyon, 7(3), e06277.
[40]	Hertzum, M., & Holmegaard, K. D. (2013). Perceived time as a measure of mental workload: Effects of time constraints and task success. International Journal of Human-Computer Interaction, 29(1), 26-39.
[41]	Byrne, A. (2011). Measurement of mental workload in clinical medicine: a review study, Anesth. Pain Med. 1 (2), 90-94.