Impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course

Immersive learning involves the use of enhanced simulated or purely artificial environments to allow learners to experience scenarios and simulations that can produce valuable and engaging knowledge. Although augmented reality (AR) technology has been effectively used to improve learning, the student's achievement and motivation should also be considered when developing technology-based learning. Studies also show that when creating AR-based learning materials, educators and developers frequently overlook the importance of taking the students' cognitive load into account. In this study, we use AR technology to assist students in learning about Nanjing Yunjin brocade, a traditional Chinese weaving design. The primary aim is to examine the impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course. A quasi-experiment was undertaken as part of a design course at a university to evaluate the impact of this technology in terms of students' learning. The results showed that students who used this learning approach had significantly improved academic performance and motivation compared to those who used the traditional learning method. In addition, the students' extraneous cognitive load during the study was considerably reduced.