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 BuildPC, 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 BuildPC achieves a balance between task complexity and interface usability. These findings have significant implications: The use of BuildPC 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.
Criollo-C et al. (Thu,) studied this question.