Linking Pupillary Dynamics to Cognitive Workload in Augmented Reality

This study investigates how Augmented Reality (AR) instruction affects learners’ cognitive workload by tracking pupil size and comparing it with NASA-TLX scores. Participants used AR modules on biomechanics while wearing a head-mounted display and eye-tracking glasses, which recorded their pupil responses during both study and problem-solving. The results showed that pupil size increased when students recalled previously learned information. However, it decreased when they applied their knowledge to more complex concepts. This means cognitive workload changes at different stages of instruction. The research provides a reliable and non-intrusive way to measure workload in head-mounted AR environments. Since only some AR modules show a clear link between cognitive workload and pupil responses, and not all AR learning does, AR systems should adapt to each stage of learning. These results support designing AR systems that can adjust in real time when they notice signs of cognitive strain.