Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?

• Published in: Education and information technologies 2022-06, Vol.27 (5), p.7019-7058
• Main Authors: Tugtekin, Ufuk, Odabasi, Hatice Ferhan
• Format: Article
• Language: English
• Subjects: Augmented Reality; Cognition; Cognitive Ability; Cognitive load; Cognitive Processes; Computer Appl. in Social and Behavioral Sciences; Computer Assisted Instruction; Computer Science; Computer Simulation; Computers and Education; Difficulty Level; Education; Educational Environment; Educational objectives; Educational Technology; Epistemology; Evaluative Thinking; Information Systems Applications (incl.Internet); Interaction; Interactive learning; Knowledge Level; Metacognition; Multimedia; Multimedia Materials; Outcomes of Education; Prior Learning; Short Term Memory; Simulated Environment; User Interfaces and Human Computer Interaction; Virtual reality
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-022-10912-0

In this study, considering the effect of interactive learning environments on human cognition, we have examined extraneous processing effects of multimedia materials on cognitive load, metacognitive judgments and learning outcomes. This study examines Augmented Reality Learning Environments (ARLE) and Virtual Reality Learning Environments (VRLE) as interactive learning environments. Learners, assigned randomly to one of seven experimental conditions, participated in computer-assisted instructional presentations for Augmented Reality Learning Environments and mobile-assisted instructional presentations for Virtual Reality Learning Environments. Participants’ working memory capacity and prior knowledge levels were scrutinized as control variables. Findings revealed no significant differences in the learning outcomes and metacognitive judgments, although significant differences were reported in the objective cognitive load. Therefore, we faced some results that contradict our hypotheses. In addition, we found a significant difference in terms of interactive learning environments’ effect on metacognitive judgments. Conversely, we found that metacognitive judgments are affected directly by learning environments. Finally, we discussed theoretical and practical implications for further research, based on experimental studies and approaches in Cognitive Theory of Multimedia Learning and Cognitive Load Theory, in terms of interactive learning environments.