Work

Cognitive load, extended reality, and visuospatial abilities in physical science education: a systematic review

Year: 2026

Type: review

Abstract: The application of extended reality (XR) technologies is transforming the education of the physical sciences. These technologies translate elements of a user's lived experience into digital experiences. This study undertook a systematic review using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The study investigated the relationship between XR spatial presence, user visuospatial processing, and the associated levels of cognitive load (CL). After the initial identification and screening of data, 44 papers were assessed and included in the study. The study found that the application of XR can reduce CL and improve learning outcomes when applied to physical science learning contexts that require the use of visuospatial abilities, where effective implementation is influenced by the level of spatial presence the technology offers. By carefully ensuring congruency between the use of the technology and the goals of the learning task, the results of this review can assist in enhancing task design that utilizes XR.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2026.1767304

Authors: Conor Desmond Kenneally, Brendan Bentley, John Willison

Institutions: Adelaide University, The University of Adelaide

Language: English

Topic: Virtual Reality Applications and Impacts

Subfield: Human-Computer Interaction

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801