Two styles of displaying information (discrete/integrated) in the augmented reality environment and their effect on reducing the cognitive load of educational technology students

Document Type : Original Article

Authors

1 مدرس مساعد،تخصص تكنولوجيا التعليم، كلية التربية النوعية، جامعة الفيوم

2 أستاذ تكنولوجيا التعليم ،كلية التربية ، جامعة حلوان

3 أستاذ تكنولوجيا التعليم المساعد كلية التربية النوعية، جامعة الفيوم

4 مدرس تكنولوجيا التعليم، كلية التربية النوعية، جامعة الفيوم

Abstract

The aim of the current research is to reveal the difference between the two styles of displaying information (discrete-integrated) in an augmented reality environment and their effect on reducing the cognitive load of educational technology students. The third, Department of Educational Technology, Faculty of Specific Education, Fayoum University, were randomly selected and distributed into two experimental groups, each group consisted of (69) male and female students.
The measurement tools consisted of preparing a scale to measure the cognitive load, and a scale was used (Hilmi El-Fil, 2015). The results of the research indicated that the students who studied in the discrete information display style were equal with their peers who studied in the information display style integrated in reducing the cognitive load scale. This is due to the good design of the augmented reality environment, in addition to the standards that were taken into account when designing and producing the environment.
The research recommended encouraging faculty members to apply augmented reality environments with two styles of information display (discrete - integrated) to improve learning outcomes and reduce the cognitive load, in addition to educating the designers of augmented reality environments with the need to take into account the design standards for the two styles of discrete and integrated information display to design ideal augmented reality environments, as well. Interest in using augmented reality environments in teaching various courses to reduce students' cognitive load.

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