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研究AR教育资源中个性化原则对大学生学习有效性的影响

Jingsheng Zeng¹, Dayu Fan², Hanlin Hu³

¹Wu Tong Qiao Middle School, Leshan, Sichuan, China.

Frontiers in psychology

|January 30, 2026

概括

教育中的增强现实 (AR) 通过交互式,沉浸式体验来增强学习. 在AR中个性化讲故事对具有高空间能力和低空间能力的学习者有不同的好处,影响了参与和知识保留.

科学领域:

教育技术的教育技术
认知心理学认知心理学
人与计算机的交互

背景情况:

增强现实 (AR) 技术越来越多地应用于教育,创造交互式和沉浸式学习环境.
增强现实可视化抽象概念,通过游戏化和激励机制增强参与度.
理论框架包括多媒体学习认知情感理论,体现认知理论和认知负载理论.

研究的目的:

用AR教育资源调查学习过程和学习者的认知机制.
分析学习者特征 (空间能力) 和物质性质 (中性/负主题) 如何与AR学习相互作用.
探索AR中不同讲故事风格对学习成果和认知负载的影响.

主要方法:

开发基于中性/负面主题的两个AR教育资源.
准实验性研究设计,参与者按高/低空间能力划分.
利用眼睛跟踪和脑波技术收集视觉注意力,认知负载和情绪的生理数据.

主要成果:

个性化的讲故事风格对高和低空间能力的学习者在知识维护和转移方面产生了不同的影响.
正式的讲故事风格对主观心理努力,认知使用,学习兴趣,积极情绪和注意力在空间能力群体中产生了不同的影响.
生理学数据为基于AR的学习提供了对认知负载和情绪反应的多维洞察.

结论:

增强现实教育资源,特别是各种讲故事方法,提供个性化的学习途径.
了解学习者特征,内容和AR设计之间的相互作用对于优化教育有效性至关重要.
未来的研究可以利用生理学措施,进一步完善基于AR的教学设计,为各种学习者提供教学.

关键词:

这就是为什么AR AR AR AR.更多关于 AR AR 教育资源这是学习效应的学习效应.学习空间学习空间个性化的叙事风格个性化的叙事风格个性化的原则个性化原则.

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