Build_PC
Mobile Augmented Reality for Supporting PC Hardware Learning With Low Mental Workload
Bibliographic Data
| ID | 23039657 |
|---|---|
| Authors | Santiago Criollo-C (0000-0001-7212-5513, Universidad de Las Américas, corresponding author), Andrea Guerrero-Arias (0000-0003-0629-1016, Instituto Nacional de Biodiversidad), Javier Guaña–Moya (0000-0003-4296-0299), Javier Guaña-Moya (Pontificia Universidad Católica del Ecuador), Soha Rawas (0000-0001-5128-6529, Beirut Arab University), Agariadne Dwinggo Samala (0000-0002-4425-0605, State University of Padang), Sergio Luján‐Mora (0000-0001-5000-864X), Sergio Luján-Mora (University of Alicante) |
| Editors | Amine Moussa (0000-0002-1092-5758) |
| Year | 2026 |
| Volume | 2026 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Behavior and Emerging Technologies (JOURNAL) |
| Journal identifiers | ISSN: 2578-1863 • E-ISSN: 2578-1863 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/hbe2/3687910 |
| OpenAlex | W7135378353 |
| Language | EN |
| References cited | 58 |
The use of emerging technologies such as mobile augmented reality (MAR) in education has gained relevance, especially in technical areas such as PC hardware learning. However, a persistent problem is the cognitive load that these applications may impose on students, which could affect learning effectiveness and acceptance. This issue is crucial, as a high mental workload can lead to disengagement and lower knowledge retention. Previous studies have explored technological solutions for education but in many cases failed to optimize cognitive load or generate a satisfactory learning environment. This study proposes a MAR application called Build_PC, designed for hands‐on teaching of PC hardware. The NASA‐TLX tool was used to evaluate the mental workload in 60 students, analyzing dimensions such as mental, physical, temporal, performance, effort, and frustration level. The results show a low mental workload among students, suggesting that Build_PC achieves a balance between task complexity and interface usability. These findings have significant implications: The use of Build_PC in education enables effective, autonomous learning in a technologically advanced environment without imposing excessive mental workload. This supports MAR’s potential as an effective and sustainable learning tool, particularly in contexts where access to physical laboratories is limited.
Augmented reality · Cognition · Cognitive Load · Disengagement theory · Mobile device · Task (project management) · Usability · Workload · Augmented Reality Applications · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes
Cognitive Architecture and Instructional Design
Cognitive Architecture and Instructional Design
Ten years of augmented reality in education
Unlocking Augmented Reality Learning Design Based on Evidence From Empirical Cognitive Load Studies—A Systematic Literature Review
Augmented Reality for the Improvement of Remote Laboratories
Tecnologías emergentes en el proceso de enseñanza-aprendizaje
| Citation velocity | historical |
|---|---|
| Highly cited | No |