Undergraduate students' profiles of cognitive load in augmented reality-assisted science learning and their relation to science learning self-efficacy and behavior patterns
Research evidence indicated that a specific type of augmented reality-assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students' cognitive load might differ according to their experiences and individual characteristics. Thus, this...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Published: |
Springer Verlag (Germany)
2024
|
| Subjects: | |
| Online Access: | http://eprints.um.edu.my/44332/ https://doi.org/10.1007/s10763-023-10376-9 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|