Distribution of Cognitive Load and Related Debates in Students Interacting with an Augmented Reality Application for History Learning

The growing adoption of Augmented Reality (AR) in education raises challenges related to the cognitive load that students experience during learning. Inadequate management of this load can negatively affect information processing during learning activities. Although previous studies have explored AR applications, most have focused on usability and learning outcomes, leaving aside the detailed analysis of Cognitive Load Theory (CLT), particularly its dimensions: intrinsic cognitive load (ICL), extraneous cognitive load (ECL) and germane cognitive load (GCL). To address this gap, this study evaluates cognitive load using the HistARium application, designed to support history learning with interactive experiences. A total of 60 students participated and completed a structured questionnaire to measure ICL, ECL, and GCL after using the application. The results show a positive distribution: moderate intrinsic load, low extraneous load, and high germane load. These findings indicate that the HistARium application balances content complexity, reduces unnecessary effort, and promotes cognitive processes associated with information organization and schema education construction. Furthermore, the results suggest that integrating CLT principles into AR applications supports cognitive processing during learning, while also opening new opportunities for the development of immersive and adaptive learning environments.