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Unlocking Augmented Reality Learning Design Based on Evidence from Empirical Cognitive Load Studies--A Systematic Literature Review

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Title: Unlocking Augmented Reality Learning Design Based on Evidence from Empirical Cognitive Load Studies--A Systematic Literature Review
Language: English
Authors: Jana Gonnermann-Müller (ORCID 0000-0002-0313-3779), Jule M. Krüger (ORCID 0000-0002-1141-8803)
Source: Journal of Computer Assisted Learning. 2025 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Computer Simulation, Computer Assisted Design, Difficulty Level, Cognitive Processes, Learning Strategies, Evidence Based Practice, Spatial Ability, Man Machine Systems, Context Effect, Curriculum Development
DOI: 10.1111/jcal.13095
ISSN: 0266-4909
1365-2729
Abstract: Background: Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence-based guidelines on designing AR is limited or focuses on global effects, primarily relying on media comparison studies, whose validity is criticised. Objective: To guide the meaningful design of learning and training settings, this paper systematically reviews empirical research on AR design and synthesises the findings to develop evidence-based recommendations for designing AR systems considering cognitive load. Methods: We conducted a systematic literature review, initially screening 810 distinct papers and ultimately analysing findings from 27 publications, which report on 29 distinct experimental studies. This selection was based on rigorously defined inclusion and exclusion criteria, adhering to the PRISMA guidelines. Results and Conclusion: The central value of this paper is the aggregation of existing evidence from empirical studies, resulting in 15 recommendations for AR design based on six design dimensions: Spatiality-related, Interaction-related, Contextuality-related, Content-related, Guidance-related and Display Selection. Additionally, with three points for future research, this systematic literature review, first, stresses the need for more empirical evidence and value-added studies. Second, learner characteristics that might influence cognitive load in AR-based learning should be examined. Third, it advocates for the inclusion of measurements beyond the NASA-TLX, and including more physiological measurements (e.g., eye-tracking, EEG) to enhance the applicability of the results for learning and training situations.
Abstractor: As Provided
Notes: https://osf.io/u9rt7/?view_only=d6c4d503d593433386a84fe20c8db12c
Entry Date: 2025
Accession Number: EJ1459025
Database: ERIC
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  Data: Unlocking Augmented Reality Learning Design Based on Evidence from Empirical Cognitive Load Studies--A Systematic Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Jana+Gonnermann-Müller%22">Jana Gonnermann-Müller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0313-3779">0000-0002-0313-3779</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jule+M%2E+Krüger%22">Jule M. Krüger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1141-8803">0000-0002-1141-8803</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 25
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Design%22">Computer Assisted Design</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Man+Machine+Systems%22">Man Machine Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: 10.1111/jcal.13095
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence-based guidelines on designing AR is limited or focuses on global effects, primarily relying on media comparison studies, whose validity is criticised. Objective: To guide the meaningful design of learning and training settings, this paper systematically reviews empirical research on AR design and synthesises the findings to develop evidence-based recommendations for designing AR systems considering cognitive load. Methods: We conducted a systematic literature review, initially screening 810 distinct papers and ultimately analysing findings from 27 publications, which report on 29 distinct experimental studies. This selection was based on rigorously defined inclusion and exclusion criteria, adhering to the PRISMA guidelines. Results and Conclusion: The central value of this paper is the aggregation of existing evidence from empirical studies, resulting in 15 recommendations for AR design based on six design dimensions: Spatiality-related, Interaction-related, Contextuality-related, Content-related, Guidance-related and Display Selection. Additionally, with three points for future research, this systematic literature review, first, stresses the need for more empirical evidence and value-added studies. Second, learner characteristics that might influence cognitive load in AR-based learning should be examined. Third, it advocates for the inclusion of measurements beyond the NASA-TLX, and including more physiological measurements (e.g., eye-tracking, EEG) to enhance the applicability of the results for learning and training situations.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/u9rt7/?view_only=d6c4d503d593433386a84fe20c8db12c
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  Data: 2025
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      – SubjectFull: Computer Assisted Design
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Spatial Ability
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      – SubjectFull: Man Machine Systems
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      – SubjectFull: Context Effect
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      – SubjectFull: Curriculum Development
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