The effect of augmented reality-based electronic content on the cognitive load and academic achievement of Farhangian University students in the course of experimental sciences education

The aim of this study was to determine the effect of augmented reality content on students' cognitive load and academic achievement. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical population was the students of educational sciences of Farhangian University who were selected by possible random sampling method of single-stage clusters of 126 people. Data collection tools were cognitive load questionnaire and academic achievement test, the validity of which was confirmed by experts and the reliability coefficient of the questionnaire was calculated by Cronbach's alpha method 92% and the test by split–half method was 0.96. Mean, standard deviation, one-way analysis of variance and Tukey post hoc test were used to analyze the data. The results showed that augmented reality content reduces cognitive load and increases academic achievement. Therefore, professors and students are recommended to use augmented reality content to accelerate, consolidate and deepen teaching and learning, because the design, production and application of augmented reality principles can make a great difference in teaching and learning.