Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research

David R. Squires*
Assistant Professor, Instructional Design and Educational Technology Program, College of Education and Human Development, Texas A&M University-Corpus Christi, Texas, USA.
Periodicity:October - December'2017


The structure of the literature review features the current trajectory of Augmented Reality in the field including the current literature detailing how Augmented Reality has been applied in educational environments; how Augmented Reality has been applied in training environments; how Augmented Reality has been used to measure cognition and the specific instruments used to measure cognitive load with AR; previous working memory testing and foundational working memory practices that might be adapted in order to measure AR's potential impact on working memory; and how AR technology might be adapted to support working memory in future studies. There is evidence in the literature to support the assertion that AR technology can impact working memory and can be adapted to longstanding testing and foundational practices measuring cognitive load, novel iterations of AR in education can also be updated to be mobile friendly, aid in enriching student feedback and provide information on the overall learning experiences of the student.


Augmented Reality, Literature Review, Mobile Learning, e-Corsi, TLX Cognitive Load Assessment, Working Memory, Cognitive Systems.

How to Cite this Article?

Squires, D. R. (2017). Working Memory and Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research. i-manager’s Journal of Educational Technology, 14(3), 55-63.


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