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'CAI-AR' Instructional Model: An ACT-R Theory-Based Investigation of How Students Conduct Scientific Inquiry through Augmented Reality Technology

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Title: 'CAI-AR' Instructional Model: An ACT-R Theory-Based Investigation of How Students Conduct Scientific Inquiry through Augmented Reality Technology
Language: English
Authors: Gaoyu Chen, Yueliang Zhou, Haijun Wang, Mohamed Oubibi, Yunlu Li
Source: Education and Information Technologies. 2026 31(1):301-334.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Inquiry, Computer Simulation, Physical Environment, Simulated Environment, Synthesis, Technology Uses in Education, Environmental Influences, Teaching Methods, Grade 5, Elementary School Students, Science Education, Foreign Countries, Educational Environment
Geographic Terms: China
DOI: 10.1007/s10639-025-13815-y
ISSN: 1360-2357
1573-7608
Abstract: The implementation of Augmented Reality (AR) technology in education has yielded some outcomes; nonetheless, there is a deficiency of theoretical frameworks and practical expertise regarding the scientific and effective design of AR instructional activities. This study looks at the topic from the point of view of cognitive science and based on the ACT-R theory (Adaptive Control of Thought-Rational). We suggest four main parts of AR teaching and learning: virtual agents, human perspective, user interface, and instructional interaction. These parts come from a study of the design requirements and characteristics of AR teaching and learning. Subsequently, we introduced the "CAI-AR" instructional model, which is based on the three elements of "Circumstance, Activity, and Interaction". AR science inquiry activities aligned with this framework were developed. The study found that: (1) AR learning environments greatly improve students' learning outcomes, especially those who aren't doing as well in school; (2) AR learning environments greatly improve students' flow experiences, lower cognitive load, and improve overall learning efficacy; and (3) AR learning environments strengthen students' ability to learn on their own, encourage active exploration and discovery, and help the development of critical and creative thinking skills. The concepts of problem-solving and knowledge generation remain ambiguous. This study enhances the theoretical framework of AR teaching and offers both theoretical support and practical insights for future research, aiming to advance the reform and creation of novel teaching methodologies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504496
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The implementation of Augmented Reality (AR) technology in education has yielded some outcomes; nonetheless, there is a deficiency of theoretical frameworks and practical expertise regarding the scientific and effective design of AR instructional activities. This study looks at the topic from the point of view of cognitive science and based on the ACT-R theory (Adaptive Control of Thought-Rational). We suggest four main parts of AR teaching and learning: virtual agents, human perspective, user interface, and instructional interaction. These parts come from a study of the design requirements and characteristics of AR teaching and learning. Subsequently, we introduced the "CAI-AR" instructional model, which is based on the three elements of "Circumstance, Activity, and Interaction". AR science inquiry activities aligned with this framework were developed. The study found that: (1) AR learning environments greatly improve students' learning outcomes, especially those who aren't doing as well in school; (2) AR learning environments greatly improve students' flow experiences, lower cognitive load, and improve overall learning efficacy; and (3) AR learning environments strengthen students' ability to learn on their own, encourage active exploration and discovery, and help the development of critical and creative thinking skills. The concepts of problem-solving and knowledge generation remain ambiguous. This study enhances the theoretical framework of AR teaching and offers both theoretical support and practical insights for future research, aiming to advance the reform and creation of novel teaching methodologies.
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