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...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Published: |
Springer Verlag (Germany)
2024
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/44332/ https://doi.org/10.1007/s10763-023-10376-9 |
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