# Cognitive load, extended reality, and visuospatial abilities in physical science education: a systematic review

## TL;DR

This review explores how extended reality in education affects cognitive load and learning outcomes in physical sciences.

## Contribution

The study systematically reviews the impact of XR on cognitive load and visuospatial learning in physical science education.

## Key findings

- XR can reduce cognitive load in physical science learning.
- Learning outcomes improve when XR is used for tasks requiring visuospatial abilities.
- Spatial presence in XR influences the effectiveness of learning task design.

## Abstract

The application of extended reality (XR) technologies is transforming the education of the physical sciences. These technologies translate elements of a user's lived experience into digital experiences. This study undertook a systematic review using a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The study investigated the relationship between XR spatial presence, user visuospatial processing, and the associated levels of cognitive load (CL). After the initial identification and screening of data, 44 papers were assessed and included in the study. The study found that the application of XR can reduce CL and improve learning outcomes when applied to physical science learning contexts that require the use of visuospatial abilities, where effective implementation is influenced by the level of spatial presence the technology offers. By carefully ensuring congruency between the use of the technology and the goals of the learning task, the results of this review can assist in enhancing task design that utilizes XR.