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.
Keywords
Chatbot, augmented reality, cognitive load, feedback scaffolding, STEM education.