The Effect of Augmented Reality Training on Learning, Retention and Cognitive Load in Biology Lessons

New teaching methods based on new technologies such as Augmented Reality seek to provide opportunities for transferring information, improving learning and reducing learning problems. The purpose of the present study was to determine the effect of augmented reality training on learning, retention and cognitive load in biology lessons. The research method was semi experimental with pretest-posttest design with control group. The statistical population consisted of all 10th grade female students in Arak city Based on the conditions and facilities, two schools were randomly selected Arak City One and Two Education District , and the method of replacement of classes in experimental and control group was random. Academic achievement test was used to measure learning and retention and Pass and Van Merinbauer rating scales were used to measure cognitive load. Data were analyzed using analysis of covariance and repeated measures. Findings showed that learning and retention of augmented reality group were significantly more than those trained in traditional way. Other findings showed a significant decrease in external cognitive load in the augmented reality group compared to the control group. Based on the findings, it can be concluded that the correct use of augmented reality in the learning environment allows users to have Effective learning and less forgetting. Therefore, it is recommended to use the potentials of this technology in teaching different courses.