| dc.description.abstract | Augmented reality (AR) tools designed with the principles from the cognitive theory of multimedia learning (CTML), could enhance learning in education, but previous research has shown contradictory results while working individually or collaboratively with AR. To prove if the CTML principles are responsible for the increasing learning outcomes, current study used AR tools which violated the CTML principles in general to examine the differences in the learning outcomes. Ultimately, a statement can be made if a teacher could implement AR tools which violates CTML principles in their education. Forty-nine Dutch speaking participants from regional training centers in the Netherlands were recruited. Current study used a 2x2 quasi-experimental factorial design. The factors were learning environment (AR/conventional) and group composition (collaboratively/individual). The results were analyzed with ANCOVA analysis with pretest as covariate. All groups scored significantly higher on posttest compared to pretest, but non-significant effects of learning environment and group composition were found, which means that the used AR-tool does not negatively influence the learning outcomes and could be implemented in education. Further research should measure different forms of students’ cognitive load and different forms of collaboration in order to positively influence the learning outcomes with AR-tools which violated the CTML principles. | |
