Does utilising augmented reality in learning process improve student's cognitive processing? A cognitive absorption approach.
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| Title: | Does utilising augmented reality in learning process improve student's cognitive processing? A cognitive absorption approach. |
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| Authors: | Juit, Ratna1 d.inan@unipa.ac.id, Inan, Dedi I.1 r.juita@unipa.ac.id, Indra, Muhammad1 |
| Source: | Research in Learning Technology. 2025, Vol. 33, p1-17. 117p. |
| Subject Terms: | *Cognitive psychology, *Curriculum, *Attention, *Student engagement, Augmented reality, Technology Acceptance Model, Immersive design |
| Abstract: | Augmented reality (AR) integration in learning aims to improve overall educational experiences through multiple pathways, with cognitive processing enhancement serving as a fundamental mechanism. Whilst AR's benefits encompass motivation, engagement and satisfaction, understanding how AR influences cognitive processing provides crucial insights into the underlying mechanisms that drive these broader improvements. Despite broad recognition of this goal, it remains underexplored. Drawing on cognitive absorption theory, this study examines how key cognitive absorption factors influence cognitive processing benefits. Data were collected from 184 university students and analysed using partial least square-structural equation modelling and importance-performance map analysis (IPMA). Findings reveal that enjoyment, control and curiosity significantly influence perceived usefulness (PU) (R² = 62.4%) and ease of use (R² = 65.4%). These factors, in turn, mediate immersive experiences (R² = 63.7%), which significantly affect cognitive processing benefits (R² = 55.3%). The results suggest that within AR-based learning, traditional technology acceptance models should be reconsidered. Notably, whilst perceived ease of use and enjoyment are important (as shown by IPMA), they do not significantly impact PU. Additionally, multi-group analysis indicates that AR-supported learning results in consistent cognitive processing outcomes for students from both natural and social sciences, suggesting AR's broad applicability across academic disciplines. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190926340 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Does utilising augmented reality in learning process improve student's cognitive processing? A cognitive absorption approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Juit%2C+Ratna%22">Juit, Ratna</searchLink><relatesTo>1</relatesTo><i> d.inan@unipa.ac.id</i><br /><searchLink fieldCode="AR" term="%22Inan%2C+Dedi+I%2E%22">Inan, Dedi I.</searchLink><relatesTo>1</relatesTo><i> r.juita@unipa.ac.id</i><br /><searchLink fieldCode="AR" term="%22Indra%2C+Muhammad%22">Indra, Muhammad</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Learning+Technology%22">Research in Learning Technology</searchLink>. 2025, Vol. 33, p1-17. 117p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Augmented+reality%22">Augmented reality</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Acceptance+Model%22">Technology Acceptance Model</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Augmented reality (AR) integration in learning aims to improve overall educational experiences through multiple pathways, with cognitive processing enhancement serving as a fundamental mechanism. Whilst AR's benefits encompass motivation, engagement and satisfaction, understanding how AR influences cognitive processing provides crucial insights into the underlying mechanisms that drive these broader improvements. Despite broad recognition of this goal, it remains underexplored. Drawing on cognitive absorption theory, this study examines how key cognitive absorption factors influence cognitive processing benefits. Data were collected from 184 university students and analysed using partial least square-structural equation modelling and importance-performance map analysis (IPMA). Findings reveal that enjoyment, control and curiosity significantly influence perceived usefulness (PU) (R² = 62.4%) and ease of use (R² = 65.4%). These factors, in turn, mediate immersive experiences (R² = 63.7%), which significantly affect cognitive processing benefits (R² = 55.3%). The results suggest that within AR-based learning, traditional technology acceptance models should be reconsidered. Notably, whilst perceived ease of use and enjoyment are important (as shown by IPMA), they do not significantly impact PU. Additionally, multi-group analysis indicates that AR-supported learning results in consistent cognitive processing outcomes for students from both natural and social sciences, suggesting AR's broad applicability across academic disciplines. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25304/rlt.v33.3504 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 117 StartPage: 1 Subjects: – SubjectFull: Cognitive psychology Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Attention Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Augmented reality Type: general – SubjectFull: Technology Acceptance Model Type: general – SubjectFull: Immersive design Type: general Titles: – TitleFull: Does utilising augmented reality in learning process improve student's cognitive processing? A cognitive absorption approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Juit, Ratna – PersonEntity: Name: NameFull: Inan, Dedi I. – PersonEntity: Name: NameFull: Indra, Muhammad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21567069 Numbering: – Type: volume Value: 33 Titles: – TitleFull: Research in Learning Technology Type: main |
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