Can augmented reality technology reduce learners' cognitive load? A meta-analysis
Abstract
Abstract In the digital age, Augmented Reality (AR) technology, an interactive medium that superimposes virtual information onto the physical world, has expanded its application scope in educational settings in recent years. While AR demonstrates immense potential for educational applications, its impact on learners’ cognitive load remains a subject of ongoing debate. In this study, we used meta-analysis to systematically synthesize the findings of 27 experimental and quasi-experimental studies conducted in China and internationally and explored the effects of AR technology on learners’ cognitive load. The findings showed that AR technology has a small-to-moderate significant effect on reducing learners’ cognitive load (Hedges’ $$\textit{g} = -0.383$$ g = - 0.383 , 95% CI [ $$-0.740, -0.027$$ - 0.740 , - 0.027 ], $$\textit{p} = 0.035$$ p = 0.035 ), with extremely high heterogeneity across studies ( $$I^2 = 92.7\%$$ I 2 = 92.7 % , $$p < 0.001$$ p < 0.001 ). Publication bias tests indicated borderline small-study effects (Egger’s test $$\textit{p} = 0.072$$ p = 0.072 ), but sensitivity analysis (trim-and-fill method) confirmed the robustness of the pooled effect (adjusted $$\textit{g} = -0.446$$ g = - 0.446 , 95% CI [ $$-0.804, -0.087$$ - 0.804 , - 0.087 ]). Moderating effect analysis revealed that the frequency of intervention ( $$\textit{Q}=10.369, \textit{p}=0.006$$ Q = 10.369 , p = 0.006 ) and the form of feedback ( $$\textit{Q}=13.245, \textit{p}=0.004$$ Q = 13.245 , p =…
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