Visual Behavior and Cognitive Load in Augmented Reality Learning Environment

Authors

  • Wei-Yan LIN Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology, Taiwan Author
  • Meng-Jung TSAI Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology, Taiwan Author
  • An-Hsuan WU Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology, Taiwan Author

Abstract

This pilot study was attempted to explore the relationships among cognitive load, visual behavior, and reading comprehension in augmented reality (AR) learning environment. An ASL MobileEye-XG eye-tracking system was used to record the participants’ visual behaviors while they read Taiwan traditional folk belief information demonstrated by AR technologies. A survey was used to examine participants’ cognitive loads due to different cognitive elements (videos, texts and pictures) designed in the AR contents. Currently, the results showed that participants with higher reading comprehensions seemed to have higher cognitive loads from videos. Although no significant relationships were found between visual behaviors and reading comprehensions, some significant correlations were found between visual behaviors and cognitive loads, and also between cognitive loads and reading comprehensions. More results will be discussed in the conference.

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Published

2014-11-30

How to Cite

Visual Behavior and Cognitive Load in Augmented Reality Learning Environment. (2014). International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/3085