Promoting Intrinsic Motivation with a Mobile Augmented Reality Learning Environment

In this study the impact of a mobile augmented reality learning environment on motivation, learning effects and cognitive load was tested. Students participated in a two-hour history lesson while using their smartphones to turn static pictures into animations with an Augmented Reality (AR) application. Interest, perceived competence and perceived choice as indicators for intrinsic motivation were assessed. Results of the AR learning group were compared to a non-AR teacher-centered learning environment. The results reveal that augmented reality learning can promote intrinsic motivation and has an impact on history learning. Cognitive load has not been detected as a problem within the AR group. [For the complete proceedings, see ED590271.]