Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns-Reference-Cited by-同舟云学术

Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns

Published:2023-05-04 Issue:2 Volume:22 Page:419-445
ISSN:1571-0068
Container-title:International Journal of Science and Mathematics Education
language:en
Short-container-title:Int J of Sci and Math Educ

Author:

Lin Xiao-Fan^ORCID,Wong Seng Yue,Zhou Wei,Shen Weipeng,Li Wenyi,Tsai Chin-Chung

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s10763-023-10376-9.pdf

Reference54 articles.

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3. Beehr, T. A. (1995). Psychological stress in the workplace. Routledge.

4. Buchner, J., Buntins, K., & Kerres, M. (2022). The impact of augmented reality on cognitive load and performance: A systematic review. Journal of Computer Assisted Learning, 38(1), 285–303.

5. Burnham, K. P., & Anderson, D. R. (2002). Model selection and inference: A practical information theoretic approach. Springer.

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