A Study of Effects on Cognitive Load and Learning Achievement with Different Spatial Ability After Using Synchronized Multi-Display


For science learning, learners learn the specific scientific concepts one at a time. However, in real situations, a scientific concept usually involves abstraction, which made learner have misconceptions. In recent years, Augmented Reality has been applied to science teaching and has been considered to be an effective approach for interactive e-learning. However, as stated by Sweller, Merrienboer, and Paas (1998), different designs of information presentation might lead to the cognitive load of learners, the displays of augmented image may cause heavier cognitive load. In the purposed study, we employed a synchronous multi-display Augmented Reality instrument, which is able to present several images at the same time on a screen. In this synchronous multi-display Augmented Reality, each image on the screen represents a phenomenon/regulation related to the abstract concept. Learners can interact with the synchronous multi-display augmented reality device, perceive connections between these phenomena/regulations, and be aware of reciprocal interaction between each image. This research will use Multi-display of synchronous AR for tidal teaching, and to find out the differences in cognitive load and learning achievement of traditional teaching, previous AR teaching. The personal spatial ability will also be the point to find out.

Author Information
Ya Tang Wang, National Taiwan Normal University, Taiwan
Chang Hwa Wang, National Taiwan Normal University, Taiwan
Yu-Hsuan Chen, Taipei College of Maritime Technology, Taiwan

Paper Information
Conference: ACE2016
Stream: Educational change through technologies

This paper is part of the ACE2016 Conference Proceedings (View)
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Posted by James Alexander Gordon