Mobile augmented reality impacts engagement, but not learning

The popularity and accessibility of augmented reality (AR) are increasing with the expansion of mobile technology. AR has been predicted to drive the next significant shift in educational technology, moving from traditional computing to mobile platforms. While many researchers have explored the potential of AR for learning, the evidence supporting its effectiveness remains inconsistent. This study examines the effects of three instructional modes: text-only, image-based, and augmented reality (AR), on learning outcomes, cognitive load, and learner engagement in the context of human anatomy education. Using a randomized posttest-only design, 121 participants were assigned to one of the instructional conditions. The findings revealed no significant differences in overall learning outcomes or cognitive load across conditions, with category-wise analyses (text-explicit, text-implicit, and mental model–implicit questions). AR enhanced learner engagement, particularly in terms of aesthetic appeal and overall satisfaction. This study emphasizes the importance of adhering to established learning theories when implementing new technologies. Even as technology evolves, the fundamental principles of effective instruction remain unchanged. To fully leverage AR's capabilities, educational experiences must be designed to be not only engaging but also grounded in sound pedagogical principles, ensuring that the technology's promise translates into meaningful learning gains. • AR enhanced learner engagement but increased cognitive load demands. • Image-based instruction achieved superior learning outcomes in anatomy education. • AR provided high aesthetic appeal but did not improve learning outcomes. • Study highlights the need to align AR tools with effective pedagogical principles.