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Updated: Oct 4, 2025
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Usability Evaluation of Augmented Reality: A Neuro-Information-Systems Study
Published on: November 30, 2022
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Exploring the Effect of Augmented Reality on Cognitive Load, Attitude, Spatial Ability, and Stereochemical Perception
Daniel Elford1, Simon J Lancaster1, Garth A Jones1
1School of Chemistry, University of East Anglia, Norwich Research ParkNorwich, NR4 7TJ UK.
Journal of Science Education and Technology
|February 2, 2022
Summary
Augmented reality (AR) improved academic performance and spatial ability in undergraduate stereochemistry students, but did not outperform traditional 2D methods. Spatial ability showed a moderate correlation with academic success.
Area of Science:
- Chemistry Education
- Educational Technology
- Virtual and Augmented Reality
Background:
- Traditional 2D representations of 3D molecules pose challenges in teaching stereochemistry.
- Augmented reality (AR) offers a virtual experience to enhance understanding of 3D molecular structures.
- This study investigates the impact of AR on undergraduate stereochemistry learning.
Purpose of the Study:
- To explore the relationship between student attitudes, cognitive load, spatial ability, and academic performance in an online stereochemistry activity.
- To compare the effectiveness of AR-based learning versus traditional 2D methods in teaching stereochemistry.
- To identify factors influencing learning performance in AR-enhanced educational settings.
Main Methods:
- An asynchronous online stereochemistry activity was developed integrating game-based learning and AR technologies.
- Students were divided into a control group (2D drawings) and an AR group (AR technologies).
- Quantitative instruments and qualitative surveys/interviews were used to collect data on attitudes, cognitive load, spatial ability, and performance.
Main Results:
- Both AR and control groups showed significant improvements in academic performance and spatial ability.
- AR did not lead to significantly better academic performance compared to the control group.
- A moderate positive correlation was found between spatial ability and academic performance (r = 0.416).
- No significant differences in perceived cognitive load were observed between groups.
- Student attitude and cognitive load did not correlate with academic performance.
Conclusions:
- AR integration in stereochemistry education shows potential but did not outperform traditional methods in this study.
- Spatial ability is a key factor correlating with academic performance in stereochemistry.
- Future research should further explore the interplay of spatial ability, student attitude, and cognitive load in AR learning environments.
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