The objective of this study was to determine the differential effects of the presentation position of the augmented reality--head worn display (AR-HWD) interface and the audiovisual-dominant multimodal learning material on learning performance and cognitive load across different learning tasks in training for high-speed train driving. We selected…

Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split-attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely…