Augmented reality and memory functions: An experimental study in primary school
Article Sidebar
Main Article Content
Abstract
The research project explores the integration of Augmented Reality (AR) into educational practices to enhance student learning. Previous studies conducted in university settings have demonstrated AR’s effectiveness in supporting content comprehension. This study aims to investigate whether similar benefits can be observed in primary school, with a specific focus on strengthening memory functions. The six-month intervention was implemented in a third-grade classroom, where AR was integrated into history lessons. The results show a significant improvement in content acquisition (H1), as well as in visuospatial memory (H2) and semantic memory (H3). The most notable effects were found in the memory-related components, suggesting that AR may facilitate cognitive processes involved in information encoding and retrieval, even at an early developmental stage. Although the intervention is not formally designed as cognitive training, the findings reveal its potential to support the development of memory skills in young learners. Further studies are needed to explore these implications across different.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. https://doi.org/10.1007/s12528-019-09207-0
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 51(3), 611–628. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12900
Billinghurst, M., & Dünser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56–63. https://doi.org/10.1109/MC.2012.111
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X01800103
Buchner, J., Buntins, K., & Kerres, M. (2022). The impact of augmented reality on cognitive load and performance: A systematic review. Journal of Computer Assisted Learning, 38(1), 285–303. https://doi.org/10.1111/jcal.12617
Cárdenas-Robledo, L. A., & Peña-Ayala, A. (2018). Ubiquitous learning: A systematic review. Telematics and Informatics, 35(5), 1097–1132. https://doi.org/10.1016/j.tele.2018.01.009
Cino, L. (2017). Realtà aumentata nell’aula di lettere. Bricks, 7(1), 51–57.
Cipollone, E., Lembo, L., Oliva, P., & Cassese, F. P. (2024). Augmented didactic: The potential of gesture in mobile learning to enhance learning. In G. Casalino et al. (Eds.), Higher education learning methodologies and technologies online (HELMeTO 2023) (Communications in Computer and Information Science, Vol. 2076). Springer. https://doi.org/10.1007/978-3-031-67351-1_11
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311
Di Martino, V., & Longo, L. (2019). Augmented reality to promote inclusive learning. Form@ re-Open Journal per la Formazione in Rete, 19(1), 179–194. https://doi.org/10.13128/formare-24763
Diegmann, P., Schmidt-Kraepelin, M., Van den Eynden, S., & Basten, D. (2015). Benefits of Augmented Reality in Educational Environments - A Systematic Literature Review. In Wirtschaftsinformatik Proceedings 2015/103 (pp. 1542-1556). http://aisel.aisnet.org/wi2015/103
Filomia, M. (2019). Augmented reality and textbooks: systematic review. Form@ re-Open Journal per la Formazione in Rete, 19(1), 165-178. https://doi.org/10.13128/formare-24757
Gomez Paloma, F. (2017). Embodied cognition as integrative background between neuroscience and education science. In Embodied Cognition. Theory and Applications in Education Science (pp. 7-30). Nova.
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27, 244–260. https://doi.org/10.1016/j.edurev.2019.04.001
Han, K., Park, K., Choi, K. H., & Lee, J. (2021). Mobile augmented reality serious game for improving old adults’ working memory. Applied Sciences, 11(17), 7843. https://doi.org/10.3390/app11177843
Hwang, G. J., Tsai, C. C., Chu, H. C., Kinshuk, K., & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931-947. https://doi.org/10.14742/ajet.825
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
İbili, E. (2019). Effect of augmented reality environments on cognitive load: pedagogical effect, instructional design, motivation and interaction interfaces. International Journal of Progressive Education, 15(5), 42–57.
Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended technology acceptance model. IEEE Access, 9, 6798-6809. https://doi.org/10.1109/ACCESS.2020.3048708
Juan, M. C., Mendez-Lopez, M., Perez-Hernandez, E., & Albiol-Perez, S. (2014). Augmented reality for the assessment of children's spatial memory in real settings. PLOS ONE, 9(12), e113751. https://doi.org/10.1371/journal.pone.0113751
Larchen Costuchen, A., Darling, S., & Uytman, C. (2021). Augmented reality and visuospatial bootstrapping for second-language vocabulary recall. Innovation in Language Learning and Teaching, 15(4), 352–363. https://doi.org/10.1080/17501229.2020.1806848
Lembo, L., Cipollone, E., Morsanuto, S., & Cassese, F. P. (2024). Augmented Didactic: Interacting with 3D Models to Enhance the Memory Systems. In International Conference on Immersive Learning (pp. 49-64). Springer Nature. https://doi.org/10.1007/978-3-031-80475-5_4
Lim, K. Y., & Lim, R. (2020). Semiotics, memory and augmented reality: History education with learner‐generated augmentation. British Journal of Educational Technology, 51(3), 673–691. https://doi.org/10.1111/bjet.12904
Niewint, J., Mori, S., Naldini, M., Benassi A., & Guasti, L. (2019). IDeAL: A methodology for constructing artefacts and promoting transversal skills in the classroom. Form@re - Open Journal Per La Formazione in Rete, 19(1), 117-132. https://doi.org/10.13128/formare-24988
Nino, T. (2023). Constructivism as a theory of learning (foundations and significance). In Basics of Learning the Latest Theories and Methods, 228-232.
Panciroli, C., & Macauda, A. (2018). Educazione al patrimonio e realtà aumentata: quali prospettive. Giornale Italiano della Ricerca Educativa, 11(20), 47-62.
Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic Books.
Ponce, D., Mendez-Lopez, M., Lluch, J., & Juan, M. C. (2024). Extended reality to assess short-term spatial memory- A comparative study of mixed reality, augmented reality, and virtual reality. Sensors, 24(24), 7938. https://doi.org/10.3390/s24247938
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. https://doi.org/10.1007/s00779-013-0747-y
Rosello, O., Exposito, M., & Maes, P. (2016). NeverMind: Using augmented reality for memorization. In Adjunct proceedings of the 29th Annual ACM Symposium on User Interface Software and Technology (UIST ’16 Adjunct) (pp. 215–216). Association for Computing Machinery. https://doi.org/10.1145/2984751.298477
Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39. https://doi.org/10.1177/147787851882214
Singh, G., Mantri, A., Sharma, O., Dutta, R., & Kaur, R. (2019). Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students. Computer Applications in Engineering Education, 27(6), 1361-1375. https://doi.org/10.1002/cae.22156
Squires, D. R. (2017). Working Memory & Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research. Journal of Educational Technology, 14(3), 55-63.
Tomassoni, R. (2021). The instrumental function of “augmented reality” in the processes of representation, transmission and construction of knowledge. MeTis. Mondi educativi. Temi, indagini, suggestioni, 11(1).
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. https://doi.org/10.3758/BF03196322