Augmented Reality Underpinned Instructional Design

Abstract

Teaching and learning science at k-12 education demands a higher cognitive load. newlineThe traditional practices, being largely theoretical, do not sufficiently newlineaccommodate this load. The researchers conducted a survey with some teachers newlineand students to validate this problem. It was observed that most concepts in science newlineinvolve abstractions, and therefore, require practical approach for better newlinecomprehension and memory formation. The practical work employed at schools newlinehas various issues such as safety, physicality, time constraints, techno-pedagogical newlineand curriculum related issues, classroom management and mental load newlinemanagement issues, etc. Technology Enhanced Learning (TEL) tools such as newlineAugmented Reality (AR) based instructional models can be effective in finding newlinesolutions to these problems. There are, however, the questions about newlineimplementation and efficacy of such instructional models. Literature review in this newlinearea revealed that many Augmented Reality Learning Environments (ARLEs) have newlinebeen developed and deployed to address these issues. There were, however, certain newlinegaps regarding the facilitation of physicality, mental load management, and newlineclassroom management by these ARLEs. This research work presents an AR-based newlineinstructional model that brings in a noval approach to bridge most of these research newlinegaps, however, the main focus of this instructional design is to provide a solution newlineto the cognitive load requirements of teachers and students. newline