| Summary: | Design history serves as the cornerstone of art and design education,
particularly for undergraduate students at Chinese universities specializing in art and
design. Previous studies have demonstrated that incorporating immersive technology
into design classes can yield positive outcomes. Therefore, this study aimed to assess
the impact of learning design history through the Cognitive Theory of Multimedia
Learning (CTML) within an augmented reality setting on students' academic
performance, cognitive load, and motivation, based on gender differences. In this study,
a 2 x 2 quasi-experimental factorial design was used. Both the multimedia electronic
textbook in class (MuET) and the printed textbook in class (MART) are examples of
the two classroom modes that were utilized as independent variables in the study of
design history. The gender (male/female) was the moderator variable. The students'
motivation, cognitive load, and performance were the dependent variables. 121
students from two distinct majors at a chosen university made up the study sample. To
examine the gathered data, descriptive and inferential statistics were applied. The
substantial differences in the students' academic performance, cognitive load, and
motivation between the two groups were found using an ANOVA. The results of this
research indicate that the utilization of MART has demonstrated superior outcomes in
contrast to MuET with regard to students' academic performance. More to the point,
CTML has also contributed to decreasing students' cognitive load and enhancing
student motivation while utilizing the MAR learning system
|
|---|
