Augmented reality and embodied learning: effects of embodiment degrees on students’ learning achievement, cognitive load, and technology acceptance
These findings demonstrate that the degree of embodiment in augmented reality experiences differentially influences learning achievement, cognitive load, and technology acceptance, offering empirical evidence and practical guidance for optimizing embodied augmented reality design in education.
Authors
- Baoyuan Yin
- Xiaoyan Feng (ORCID: https://orcid.org/0000-0002-2898-457X)
- xiaochen suo (ORCID: https://orcid.org/0009-0001-4690-2961)
Institutions
- Harbin Normal University (CN)
- Henan Institute of Science and Technology (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2026-01-12
- DOI
- https://doi.org/10.3389/fpsyg.2025.1712261
- Citations
- 1
- Primary Topic
- Virtual Reality Applications and Impacts
- Type
- article
- Field-Weighted Citation Impact
- 36.85
Funders
- National Office for Philosophy and Social Sciences