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Impact of Augmented Reality Gamified Math Task Design on Middle School Students' Self-Regulation: A Cognitive Load Regulation Perspective
Abstract
The education landscape is undergoing significant changes, and integrating gamification technology into augmented reality (AR) has become a promising field. This study applies cognitive load theory to explore the impact of AR gamified mathematical task design on middle school students' self-regulation ability, and suggests that AR optimizes learners' cognitive resource allocation through multiple mechanisms. The immersive and interactive features of AR help visualize abstract mathematical concepts, reduce internal cognitive load, and improve understanding and memory. The structured design of game mechanics manages external cognitive load through goal gradients and real-time feedback, guiding students to focus on core tasks. In addition, maintaining a dynamic balance between task difficulty and situational challenges, activating relevant cognitive load, and promoting student self-regulation. The study constructed a theoretical model of “AR environment cognitive scaffold self-regulation”, providing new insights for the integration of educational neuroscience and digital technology.
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