Abstract
In this study, considering the effect of interactive learning environments on human cognition, we have examined extraneous processing effects of multimedia materials on cognitive load, metacognitive judgments and learning outcomes. This study examines Augmented Reality Learning Environments (ARLE) and Virtual Reality Learning Environments (VRLE) as interactive learning environments. Learners, assigned randomly to one of seven experimental conditions, participated in computer-assisted instructional presentations for Augmented Reality Learning Environments and mobile-assisted instructional presentations for Virtual Reality Learning Environments. Participants’ working memory capacity and prior knowledge levels were scrutinized as control variables. Findings revealed no significant differences in the learning outcomes and metacognitive judgments, although significant differences were reported in the objective cognitive load. Therefore, we faced some results that contradict our hypotheses. In addition, we found a significant difference in terms of interactive learning environments’ effect on metacognitive judgments. Conversely, we found that metacognitive judgments are affected directly by learning environments. Finally, we discussed theoretical and practical implications for further research, based on experimental studies and approaches in Cognitive Theory of Multimedia Learning and Cognitive Load Theory, in terms of interactive learning environments.
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Due to the nature of the experimental procedure, participants of the current research did not agree for their data to be shared publicly, so supporting data is not available.
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Acknowledgements
The current study is the summary of the correspondence author’s PhD dissertation, which was supervised by the second author.
Code availability (software application or custom code)
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The current research was supported by the Scientific Research Projects [Grant No: 1705E112]; Anadolu University, Eskisehir, Turkey.
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Authors were both responsible for all sections of the manuscript, in general. The second author was responsible for funding acquisition, supervision, project administration, writing and original draft. The first author was responsible for conceptualization, writing, methodology and formal data analysis, and original draft. The authors checked and approved the final version of the manuscript.
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Tugtekin, U., Odabasi, H.F. Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?. Educ Inf Technol 27, 7019–7058 (2022). https://doi.org/10.1007/s10639-022-10912-0
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DOI: https://doi.org/10.1007/s10639-022-10912-0