Exploring multimedia principles and learning from errors in augmented reality and video

This study compares the effectiveness of immersive augmented reality and video instruction in procedural learning by examining two pedagogical approaches: standard demonstration-based training (DBT) and DBT enhanced with common errors. Based on cognitive theory of multimedia learning and cognitive load theory, we expected AR to reduce extraneous cognitive load (ECL) and improve learning outcomes through enhanced signaling and spatial and temporal contiguity compared to video.

To compare the effectiveness of immersive AR and video instruction in procedural learning, examining DBT and DBT with common errors.

114 Swiss vocational students (69 male) learned a new T-shirt folding technique.

A 2 × 2 design was employed with two factors: technology (AR vs. video) and pedagogical approach (DBT vs. DBT with common errors). Participants completed retention and transfer tasks, with measurements including folding accuracy, success rates, completion times, knowledge test scores, and self-reported cognitive load.

Contrary to expectations, the tested structural equation model demonstrated that AR led to higher ECL, resulting in worse performance than video this predicting success in both retention and transfer tasks. The DBT with common errors successfully improved folding accuracy, particularly when using AR.

These results suggest the limited impact of signaling and spatial and temporal contiguity when learning materials are optimized by applying coherence and segmenting principles. The tested pedagogical approach shows promise, particularly in AR applications, although further research is needed to draw definitive conclusions.