Smart scaffolds, smarter learners?

Analysing the cognitive outcomes of AR and chatbot feedback

Abstract

This study investigated the impact of chatbot and AR-based feedback scaffolding on university students’ cognitive load during a scientific simulation inquiry. In a randomized experiment, 118 university students received feedback from one of four scaffolding conditions: traditional, chatbot, augmented reality (AR), or a combined chatbot-AR system. Cognitive load was assessed using a validated self-report scale, complemented with an open-ended questionnaire. Results indicated that chatbot scaffolding significantly increased intrinsic load, and the combined chatbot–AR scaffolding group showed significantly higher extraneous load than the AR-based group. These findings suggest that integrating multiple forms of scaffolding may elevate cognitive burden and should be implemented with caution to prevent excessive load on learners.