Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns

Research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this stud...

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Detalles Bibliográficos
Autores principales: Lin, Xiao-Fan, Wong, Seng Yue, Zhou, Wei, Shen, Weipeng, Li, Wenyi, Tsai, Chin-Chung
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Nature Singapore 2023
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10157549/
https://www.ncbi.nlm.nih.gov/pubmed/37363784
http://dx.doi.org/10.1007/s10763-023-10376-9

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10157549/
https://www.ncbi.nlm.nih.gov/pubmed/37363784
http://dx.doi.org/10.1007/s10763-023-10376-9

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