Augmented Reality Design Principles for Outdoor Education Informed by the Cognitive Theory of Multimedia Learning
DOI:
https://doi.org/10.56198/hzm28d76Keywords:
Augmented Reality, Multimedia Design Principles, Instructional DesignAbstract
This paper explores the intersection of Cognitive Theory of Multimedia Learning (CTML) and instructional design for Augmented Reality (AR) in outdoor inquiry-based learning contexts. While AR offers powerful affordances for experiential learning through both embodied interaction and spatial visualization, it also introduces complexity that can increase cognitive load through split-attention and extraneous cognitive processing. This design case applies a CTML framework to the development of AR Bee Explorer, an application designed to support Grade 5–7 students in learning about bees and their roles within ecosystems. Guided by CTML principles such as coherence, segmenting, spatial contiguity, and signaling, we explain how AR design can minimize extraneous cognitive load while utilizing AR’s distinctive features to support meaningful learning. Extending CTML, this paper conceptualizes the physical environment as a primary visual channel in AR learning, necessitating a shift from 2D screen-based multimedia learning principles to 3D spatial-pedagogical strategies. It also contributes AR design principles to support learner-centered instructional design in outdoor environments.
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