Evaluación de la Carga Cognitiva en el Uso de Realidad Aumentada para la Formación Técnica en Electricidad Industrial

This review article aims to assess the cognitive load involved in the use of Augmented Reality (AR) for technical training in industrial electricity. The research focuses on analyzing how AR influences the understanding of technical concepts, interaction with technology, and students’ academic performance. The PRISMA methodology was applied to conduct a systematic review of empirical studies on the application of AR in technical education, considering criteria such as interface design, cognitive load, academic performance impact, and the effectiveness of content personalization within AR environments. The main findings indicate that AR, when properly implemented, reduces intrinsic cognitive load by facilitating the visualization of complex concepts. However, extraneous cognitive load may increase if interfaces are not intuitive or if the technology distracts from educational goals. Furthermore, content personalization and prior training in the use of AR are essential for optimizing learning. This study highlights the importance of carefully designed AR tools to enhance academic performance and foster understanding in technical learning.