Comparing the 3D Augmented Reality Sandbox and a 2D Paper Map's Effects on Student Learning and Cognitive Load among University Undergraduates: Applying Multimodal and Embodied Interaction Theories to Teaching Topographic Map Skills

This study tested the proposition that the Augmented Reality Sandbox's (ARS) user-interaction from tactile sensory feedback and a realistic 3D perspective improved topographic map comprehension among novice users with reduced cognitive load compared to the same instruction and practice from a 2D topographic map. Undergraduate students were randomly assigned to one of two treatment groups after completing a spatial test that assigned participants to either a low or high spatial ability group. Treatment consisted of multimedia instruction followed by learning practice with either the AR condition or a duplicate 2D paper topographic map (non-AR condition). Learning performance scores and separate cognitive load ratings from the Mental Effort Measurement Scale were collected for each learning practice question and for each question on a subsequent posttest. Treatment group (AR or non-AR), spatial ability, and cognitive load from the posttest did not identify any significant differences between treatments. Applying the same analysis for the learning practice questions that preceded the posttest revealed a significant interaction between instructional condition and performance score and a significant interaction between instructional condition and spatial ability on cognitive load. The AR participants scored significantly higher than non-AR participants during learning practice and did so with less cognitive load. The spatial ability as enhancer hypothesis accounted for the high spatial ability group's higher scores with insignificant differences in cognitive load, regardless of treatment condition. Cognitive load for the low spatial ability group was dependent on treatment condition during learning practice: lower cognitive load and higher scores were associated with the AR condition and higher cognitive load and lower scores with the non-AR condition. This was explained by the spatial ability as enhancer hypothesis. Learning performance with minimal cognitive load was reconciled to embodied interaction and multimodal theories, which suggested that hands-on interaction and tactile feedback from the ARS promoted germane cognitive load, thereby offsetting the extra sensory information (visual plus tactile) that the ARS provided. These findings promote the use of AR instruction for teaching topographic map reading skills to novices. Recommendations for instructional design of embodied interaction and multimodal learning environments and directions for further research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]