Background: Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence-based guidelines on designing AR is…

Discusses cognitive load theory and describes a study that investigated how undergraduates learned the basic commands of a CAD (computer-assisted design) software package using manuals with different formats of presentation of instructions. Results show that graphical interface, using a manual that juxtaposes text and screen images, was most…