| Abstract: |
Background: Multimedia learning, encapsulating both visual and verbal information, has become pivotal in educational settings, with extensive research underscoring its influence. However, a notable research gap exists concerning the application and effectiveness of multimedia learning principles, precisely segmenting, pre-training and modality, within emerging technologies like augmented reality (AR) and virtual reality (VR). This deficit, coupled with inconsistent findings in computer-based learning studies and a lack of focus on intrinsic cognitive load and motivation in multimedia learning, motivates the current research. Objectives: This research aims to provide insights by comparing the efficacy of these principles across different learning environments, including traditional, AR and VR. Methods: Employing a 3 × 4 factorial design, this study involved 383 university students, randomly assigned to 12 treatment groups, to investigate multimedia learning principles in different environments. Participants engaged with learning materials on lightning formation and cell structure in various settings, including AR and VR, with data collected through multiple instruments, such as retention and transfer tests, and cognitive load and motivation questionnaires. Results and Conclusions: Results reveal that AR environments significantly improved retention scores in cell structure compared to traditional methods but had no notable impact on lightning formation. The effectiveness of educational strategies, such as modality and segmenting, depends on the subject's complexity and the learning environment's specifics. Importantly, the study underscores the need to tailor educational techniques to the subject matter, learning environment and individual learner nuances to enhance learning efficacy. |