The Impact of Cognitive Load and Augmented Reality Technology Methods on Students' Learning-Retention in Mathematics

The purpose of the present study was to investigate the effect of cognitive Load and augmented reality technology methods on the learning-retention of 12th grade students of experimental sciences field in the mathematics 3 course in the academic year of 2018-2019. The research method is quasi-experimental with pre-test and post-test with three groups: one control group and two experimental groups. The statistical population of the study consisted of all 12th grade students of experimental sciences field of Gorgan city that were 726 students. Mustafa Khomeini high school was selected by cluster sampling method from 22 high schools of Gorgan as the sample. Then, from the 12th grade students of this school, the experimental sciences field was selected which consisted of 3 classes with 90 students. Among these students, those students who had average above 17, and who were discipline-desirable were selected. Finally, according to the criteria set, 60 students were selected as research sample. The research instrument consisted of a 30-questions researcher-made test with different levels of Bloom's cognitive domain. The coefficient of distinction and difficulty of each question was reported and was desirable. The results showed that cognitive Load and augmented reality technology methods have a positive and significant effect on students' learning and retention. And augmented reality-based teaching methods have a greater impact on students' learning and retention than other cognitive-based teaching methods and traditional methods.