Investigating the Effect of User Onboarding and Task Demonstration on Training Performance and Learning in a Multiuser AR Learning Environment

Collaborative augmented reality (AR) systems are increasingly used for technical training, yet limited evidence exists on how instructional design choices affect learning and transfer. This study examined the effects of onboarding strategy and task demonstration modality in a multiuser AR environment for motor control unit setup and lockout-tagout training. Eighty participants were assigned to one of four conditions in a 2 × 2 between-subjects study: checklist versus interactive onboarding and video versus avatar-based demonstration. Participants completed AR-based training and then performed the procedure on physical equipment. Results showed that avatar-based demonstrations produced significantly greater learning gains, while video-based demonstrations produced fewer procedural errors during physical transfer. Onboarding strategy did not significantly affect objective learning or transfer outcomes. These findings reveal an important design tradeoff: immersive avatar demonstrations may strengthen conceptual understanding, whereas physically grounded video demonstrations may better support real-world procedural transfer. The study provides evidence-based guidance for designing collaborative AR training systems in technical workforce education.