Does utilising augmented reality in learning process improve student’s cognitive processing? A cognitive absorption approach

  • Ratna Juita Information Systems Discipline, Informatics Engineering Department, Engineering Faculty Universitas Papua, Manokwari, Indonesia
  • Dedi I. Inan Information Systems Discipline, Informatics Engineering Department, Engineering Faculty Universitas Papua, Manokwari, Indonesia
  • Muhammad Indra Information Systems Discipline, Informatics Engineering Department, Engineering Faculty Universitas Papua, Manokwari, Indonesia
DOI: https://doi.org/10.25304/rlt.v33.3504
Keywords: Augmented Reality (AR), Cognitive Absorption Theory, Technology Acceptance Model, Cognitive Processing Benefits, Immersion AR

Abstract

Augmented reality (AR) integration in learning aims to improve overall educational experiences through multiple pathways, with cognitive processing enhancement serving as a fundamental mechanism. Whilst AR’s benefits encompass motivation, engagement and satisfaction, understanding how AR influences cognitive processing provides crucial insights into the underlying mechanisms that drive these broader improvements. Despite broad recognition of this goal, it remains underexplored. Drawing on cognitive absorption theory, this study examines how key cognitive absorption factors influence cognitive processing benefits. Data were collected from 184 university students and analysed using partial least square-structural equation modelling and importance-performance map analysis (IPMA). Findings reveal that enjoyment, control and curiosity significantly influence perceived usefulness (PU) (R2 = 62.4%) and ease of use (R2 = 65.4%). These factors, in turn, mediate immersive experiences (R2 = 63.7%), which significantly affect cognitive processing benefits (R2 = 55.3%). The results suggest that within AR-based learning, traditional technology acceptance models should be reconsidered. Notably, whilst perceived ease of use and enjoyment are important (as shown by IPMA), they do not significantly impact PU. Additionally, multi-group analysis indicates that AR-supported learning results in consistent cognitive processing outcomes for students from both natural and social sciences, suggesting AR’s broad applicability across academic disciplines.

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Published
2025-11-05
How to Cite
Juita , R., I. Inan , D., & Indra , M. (2025). Does utilising augmented reality in learning process improve student’s cognitive processing? A cognitive absorption approach. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3504
Issue
Vol. 33 (2025)
Section
Original Research Articles
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