Influence of augmented reality and computer simulation hybrid teaching on creative self-efficacy, cognitive load, and engineering design creativity: a brainwave study

The aim of the present study is to investigate the influence of augmented reality and computer simulation hybrid teaching (AR&CSHT) on creative self-efficacy, cognitive load, and engineering design creativity performance in addition to exploring the effects of AR&CSHT on the neural oscillations associated with the engineering design process. This study employed a non-equivalent group pretest–posttest experimental design with 222 high school students as participants. The research findings include: AR&CSHT was found to have positive effects, with small-to-large effects on creative self-efficacy specifically in terms of creative thinking strategies and countering negative evaluation beliefs. AR&CSHT showed small effects on external cognitive load and germane cognitive load; it increased cognitive load but had no observable impact on internal cognitive load. AR&CSHT had moderate positive effects on the creative process, particularly with respect to defining problems, testing and revising, and optimization. AR&CSHT directly influenced creative performance and exerted facilitative effects through cognitive load. Augmented reality lowered alpha and gamma brain waves, resulting in desynchronization, while computer simulation increased meditation brain waves and decreased alpha brain waves. This study provides practical recommendations for the development and implementation of AR&CSHT software, optimal timing of usage, and control of cognitive load.