Cognitive load and mental effort during context switching in augmented reality environments for procedural learning purposes

Abstract

Augmented Reality is used in procedural learning for its ability to display spatially registered information. However, some authors argue that it could increase users' mental effort by requiring continuous shifts of attention between real and virtual content. The aim is to investigate the presence of cognitive load and mental effort when context changes occur in the use of augmented reality in procedural learning tasks. A descriptive-inferential study was conducted to assess subjective cognitive load and mental effort during procedural learning activities related to human knee surface anatomy. Subjective measures based on self-reports and objective measures based on pupillometry and eye tracking were combined. Learning activity was evaluated in thirty-four participants with no prior experience in the activity. The overall results indicated that the Subjective Cognitive Load measure and eye tracking measures showed significant differences between the treatments. However, the pupillometry measure did not show differences.