Examining the Learner’s Cognitive Load in Response to Different Learning Material in High and Low Immersive Virtual Learning Environments—An Eye-Tracking Study
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-58396-4_29
Reference33 articles.
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2. Huang, W., Roscoe, R. D., Johnson-Glenberg, M. C., & Craig, S. D. (2021). Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. Journal of Computer Assisted Learning, 37(3), 745–758. https://doi.org/10.1111/jcal.12520
3. Klingenberg, S., Fischer, R., Zettler, I., & Makransky, G. (2022). Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none? Journal of Computer Assisted Learning, jcal.12741. https://doi.org/10.1111/jcal.12741
4. Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
5. Liu, R., Xu, X., Yang, H., Li, Z., & Huang, G. (2022). Impacts of cues on learning and attention in immersive 360° video: An eye-tracking study. Frontiers in Psychology, 12, 792069. https://doi.org/10.3389/fpsyg.2021.792069
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