Abstract
Twenty-first century learning is characterized by an increasing number of augmented learning environments (e.g., multimedia, educational games, virtual reality, intelligent companions). The general idea is to support learning by integrating elements or mechanisms to optimize learning outcomes and experiences. While these augmented learning scenarios seem promising, effects on learning appear heterogeneous. Therefore, a better understanding of underlying mechanisms is crucial. For instance, new interactive features and technologies might increase learners’ motivation and interest in the topic but at the same time they are prone to overstrain their cognitive resources. Importantly, we can investigate these learning situations by augmenting them with process measures (e.g., EEG, eye tracking, fMRI, log files) or leverage data mining techniques to analyze large educational datasets, allowing a more fine-grained analysis of the learning process. Modern technologies such as virtual reality devices or game engines advance how learning content can be presented. Computer-based technology enables us to augment learning contexts and bring intelligent companions into individual learners’ daily lives. In the current symposium, we address important factors of learning, i.e., working memory, attention, emotions, and self-regulation, with augmented measures, materials, and contexts. In particular, studies on multimedia, educational games, virtual reality, and intelligent companions will be presented. Consequently, our symposium provides insights into late-breaking research innovations in the field of augmented learning. It also critically discusses potential limitations and downsides of this field of research to pave the way for a future research agenda.
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