Exploring the Cognitive Dimensions of Incorporating Augmented Reality in Education: An Experimental Eye-Tracking Study

Various empirical studies have found that Augmented Reality (AR) can lead to better learning outcomes and positive emotional impacts. The current studies, however, have investigated the AR impact on the learning process post-facto. There exists little experimental evidence regarding the impact of incorporating AR on the cognitive aspects of learners while the learning process is going on. In this paper, we aim to measure the cognitive dimensions of learning among the elementary school students while they are equipped with AR during the learning process. To achieve this aim, we have conducted an experimental study in which 19 students have participated. We have assessed six cognitive variables of student learning via SensoMotoric Instruments (SMI) eye-tracking glasses in two scenarios, namely, using paper and pencil and an AR application to perform their tasks. We have collected the data associated with four eye parameters including fixation duration, fixation count, pupil diameter, and task duration. Founded on the visual information processing theory and Rayner’s conceptual model of eye movements, we have analysed the obtained data using paired t-test. We found that using instructional AR can result in enhancing students’ in-depth information processing, less cognitive load, less learning fatigue, more interest in learning, and more attention. Based on the results, we suggest five mechanisms that impact students’ learning through educational AR. The significance of this study is to deal with the improvement of an everyday task that largely contributes to the development of future workforces.