phenomenon · claim-type · cross-domain-transfer · mechanism · claim-relation · replication-status · limitation — grounded in the full text| phenomenon | cognitive load in augmented-reality science learning— “Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning.” | |
| claim-type | existence— “The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads.” | |
| method — evidence | — “After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously.” | |
| object of study — evidence | — “Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning.” | |
| research question — evidence | — “However, to the best of our knowledge, exploration of the relationship between students’ multi-dimensional profiles of cognitive load in AR-assisted science learning, self-efficacy, and the associated behavior patterns is still rare in the literature.” | |
| contribution — evidence | — “The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads.” | |
| transfer | from machine learning / deep learning (text sequence modelling): an LSTM plus convolutional-neural-network architecture, imported to classify students' coded learning-behaviour sequences— “Long short-term memory (LSTM) and the convolutional neural network (CNN) algorithm architecture were applied to identify behavioral sequences based on the data.” | transfers[0] |
| transfer | from cognitive psychology: working memory as a capacity limit, used to define germane load and thereby to ground an instructional-design construct in a memory construct— “Germane cognitive load is defined as the amount of working memory capacity required for managing intrinsic load.” | transfers[1] |
| mechanism | Collaborating and discussing with peers distributes the information-processing burden between students, which lowers each student's mental load and frees effort for performance— “When they discussed scientific issues or provided assistance to each other, they shared the burden of information processing with each other, which decreased their mental load.” | mechanisms[0] |
| mechanism | The transaction costs of collaborating are themselves effortful, so heavy interaction can push cognitive processing into overload rather than relieving it— “When communication and collaboration require students to invest considerable mental effort, high transaction costs in interactions may overload their cognitive process.” | mechanisms[1] |
| mechanism | cognitive load is treated as multi-dimensional, so a learner can be high on one dimension and low on another - which is why a single scale hides the types— “Cognitive load is a multi-dimensional cognitive construct representing load when doing a particular task (Paas & van Merriënboer, 1994 ).” | mechanisms[2] |
| mechanism | extraneous load comes from how the material was designed rather than from its difficulty, so it is the component an instructor can remove— “Extraneous cognitive load is caused by the poor design of instructional materials, which requires extra cognitive handling (Kirschner et al., 2006 ).” | mechanisms[3] |
| mechanism | self-efficacy is proposed as the link between load and outcome: a sense of competence assists the cognitive processing itself— “students with high self-efficacy may have a powerful sense of competence, which may assist in cognitive processes (Lin et al., 2020 ), academic performance (Wang et al., 2018 ), and achievement (Chang et al., 2018 )” | mechanisms[4] |
| mechanism | AR adds load as well as benefit - multitasking between the virtual and real layers pulls attention off the instructions— “In addition, multitasking is another issue related to the AR learning system, which can be a distraction factor that will lead students to ignore the instructions in their learning process (Garzón et al., 2019 ).” | mechanisms[5] |
| extends | Thees et al. (2020)— “Therefore, this study included self-efficacy as a factor to identify the underlying subgroups in AR-assisted science learning regarding students’ cognitive load, unlike previous studies (e.g. Thees et al., 2020 ), which only proved the effect of an AR-assisted learning system on science learning performance and cognitive load.” | claim_relations[0] |
| replicates | Lin et al. (2020)— “This result is consistent with Lin et al.’s ( 2020 ) verified assumptions that hands-on activity using AR boosts students’ understanding of scientific concepts.” | claim_relations[1] |
| builds-on | Chin and Wang (2021)— “This study provides further evidence for the study of Chin and Wang ( 2021 ), who revealed that AR technology could provide different authentic learning activities for students to understand the difficulties (e.g. cognitive overload) in learning.” | claim_relations[2] |
| builds-on | Sweller (1988), the three types of cognitive load— “First, Sweller ( 1988 ) identified three types of cognitive load—intrinsic, extraneous, and germane—focusing on the interpretation of performance and task-based measures.” | claim_relations[3] |
| builds-on | Paas and van Merrienboer (1994), cognitive load as three dimensions of assessment— “According to their theory, cognitive load is supposed to be assessed according to three dimensions: mental load, mental effort, and performance.” | claim_relations[4] |
| contradicts | the assumption that one AR learning design suits all students— “previous researchers also indicate that a specific type of AR-assisted science learning design or support may not suit or be effective for all students because students’ cognitive load may differ according to their experiences and individual characteristics (Thees et al., 2020 )” | claim_relations[5] |
| sense | cognitive load - Sweller's decomposition into three TYPES by source: intrinsic, extraneous, germane— “First, Sweller ( 1988 ) identified three types of cognitive load—intrinsic, extraneous, and germane—focusing on the interpretation of performance and task-based measures.” | senses[0] |
| sense | cognitive load - Paas and van Merrienboer's decomposition into three DIMENSIONS of assessment: mental load, mental effort, performance— “According to their theory, cognitive load is supposed to be assessed according to three dimensions: mental load, mental effort, and performance.” | senses[1] |
| sense | load - as something a learner can have more or less of, where the literature disagrees even about whether more is better— “For example, students processing more cognitive load may perform better (Lai et al., 2019 ; Thees et al., 2020 ), less favorably (Sung et al., 2014 ; Thees et al., 2020 ), or with no significant difference (Hwang et al., 2018 ; Wu et al., 2018 ) between the experimental and control groups.” | senses[2] |
| control | two independent coders, with inconsistencies checked and corrected before the analysis — held — rules out one coder's reading of an open response standing as the classification— “Besides, the two coders checked and corrected the possible inconsistencies in the obtained preliminary classifications to get the data for the LSA analysis.” | controls[0] |
| control | inter-rater reliability reported as a kappa of 0.82 between the two teachers' analyses — held — rules out agreement asserted rather than measured - the kappa is the number that says how much the two codings actually coincided— “The inter-rater reliability kappa of the two teachers’ analytic results was 0.82 ( p < 0.001), showing acceptable inter-rater reliability.” | controls[1] |
| retracted | RETRACTED (WRONG TYPE: a KIND, not a PART) · intrinsic cognitive load —is-a→ cognitive load — WRONG TYPE: a KIND, not a PART. The span is 'three TYPES OF cognitive load - intrinsic, extraneous…'. The compound name licenses subsumption but not which sort, and this one is classification.— “Intrinsic cognitive load is defined as an interaction between the inherent components of the material and the level of the learners’ prior knowledge or experience (Sweller, 1988 ).”— “identified three types of cognitive load” | concept_edges[0] |
| retracted | RETRACTED (WRONG TYPE: a KIND, not a PART) · extraneous cognitive load —is-a→ cognitive load — WRONG TYPE: a KIND, not a PART. The span is 'three TYPES OF cognitive load - intrinsic, extraneous…'. The compound name licenses subsumption but not which sort, and this one is classification.— “First, Sweller ( 1988 ) identified three types of cognitive load—intrinsic, extraneous, and germane—focusing on the interpretation of performance and task-based measures.”— “identified three types of cognitive load” | concept_edges[1] |
| edge | germane cognitive load —operationalised-as→ working memory— “Germane cognitive load is defined as the amount of working memory capacity required for managing intrinsic load.” | concept_edges[2] |
| edge | extraneous cognitive load —distinct-from→ intrinsic cognitive load— “First, Sweller ( 1988 ) identified three types of cognitive load—intrinsic, extraneous, and germane—focusing on the interpretation of performance and task-based measures.” | concept_edges[3] |
| edge | mental effort —part-of→ cognitive load— “According to their theory, cognitive load is supposed to be assessed according to three dimensions: mental load, mental effort, and performance.” | concept_edges[4] |
| outcome (stated by the tagger, no quotation) | control — held | controls[0] |
| outcome (stated by the tagger, no quotation) | control — held | controls[1] |
| for which use | limitation — the profiles as a description of cognitive load: they rest on AR-BASED LEARNING ACTIVITIES AND THREE TYPES OF COGNITIVE LOAD: MENTAL LOAD, MENTAL EFFORT, AND PERFORMANCE, all self-reported— “The first is that the AR cognitive load learning profiles were focused on AR-based learning activities and three types of cognitive load: mental load, mental effort, and performance.” | limitations[0] |
| for which use | limitation — any process-level reading: OTHER MEASURES OF COGNITIVE PROCESSES, SUCH AS EYE AND HAND MOVEMENT TRACKING, MAY NEED TO BE CONSIDERED FOR FUTURE STUDY— “Notably, other measures of cognitive processes, such as eye and hand movement tracking, may need to be considered for future study to elucidate understanding of the students’ visual and movement behavior, resulting in their cognitive load in the AR-assisted science learning environment.” | limitations[1] |
| for which use | limitation — the prior literature this builds on, which reports every possible sign: MORE COGNITIVE LOAD MAY PERFORM BETTER (... THEES ET AL., 2020), LESS FAVORABLY (... THEES ET AL., 2020), OR WITH NO SI[gnificant difference] - the same source cited on both sides— “For example, students processing more cognitive load may perform better (Lai et al., 2019 ; Thees et al., 2020 ), less favorably (Sung et al., 2014 ; Thees et al., 2020 ), or with no significant difference (Hwang et al., 2018 ; Wu et al., 2018 ) between the experimental and control groups.” | limitations[2] |
| for which use | limitation — the three-type framework itself: it is stated to be an incomplete account, and a second framework is adopted alongside it | limitations[3] |
| for which use | limitation — the generality of the profiles: 365 CHINESE UNDERGRADUATES in a single AR activity | limitations[4] |
| replication | untested | |
| limitation | The profiles rest on only three self-reported cognitive-load dimensions within AR-based activities | limitations[0] |
| limitation | Objective process measures such as eye and hand movement tracking were not collected and are needed to characterise the visual and motor behaviour behind the cognitive load | limitations[1] |
| limitation | The literature it builds on disagrees with itself about the sign of the effect - more load has been reported as better, worse and neutral. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[2] |
| limitation | The three classical load types are stated to be an incomplete account, and the paper adopts a second framework alongside them rather than resolving the conflict. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[3] |
| limitation | One cohort, one country, one task - 365 Chinese undergraduates in a single AR activity. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[4] |
finding · quantity · variable · definition · key-term — grounded in the full text| finding | Latent profile analysis of three cognitive-load dimensions sorted the undergraduates into four profiles, named Low Engagement, Immersive, Dabbling and Organized. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[0] |
| finding | The Immersive profile (100 students) combined the highest mental effort with the lowest mental load and the second-highest performance of the four profiles. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[1] |
| finding | Immersive-profile students reported the highest science learning self-efficacy of any profile. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[2] |
| finding | Low Engagement students scored lowest on every self-efficacy dimension measured. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[3] |
| finding | Organized-profile students outscored Dabbling students specifically on conceptual understanding and higher-order cognitive skills. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[4] |
| finding | Profiles whose behaviour sequences included discussing with peers, taking tests and reading feedback had significantly higher self-efficacy than profiles whose behaviour was mainly taking tests and visiting resources. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[5] |
| finding | Excluding the five-profile model, AIC and adjusted BIC were lowest for the four-profile model. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[6] |
| finding | Dabbling and Organized students differed significantly only on conceptual understanding and higher-order cognitive skills, not on the other four self-efficacy dimensions. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[7] |
| finding | The Organized profile achieved the highest performance of all four profiles while carrying high mental effort and only medium mental load, alongside more communicative and collaborative behaviour. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[8] |
| finding | Organized and Dabbling students, though similar in mental load, differed behaviourally in that Organized students finished tasks progressively while Dabbling students re-browsed materials and retried tasks with new answers. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[9] |
| finding | Latent profile analysis found four learner profiles carrying different cognitive loads. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[10] |
| finding | Immersive-profile students scored highest on science learning self-efficacy. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[11] |
| finding | Organized learners outperformed Dabbling ones on conceptual understanding and higher-order skills. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[12] |
| finding | What students actually did differed by profile, and the sequences involving social interaction and reviewing feedback went with higher self-efficacy than test-and-browse sequences. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[13] |
| quantity | 365 — undergraduates who completed the questionnaires, of whom 31.5% were male Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[0] |
| quantity | 60,595 — coded learning behaviours entered into the behaviour-pattern analysis Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[1] |
| quantity | 62.19% — share of participants falling into the Dabbling and Organized profiles combined Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[2] |
| quantity | 1.96 — Z-score cut-off used to declare a behavioural transition significant Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[3] |
| quantity | 0.92, 0.92, and 0.85 — Cronbach's alpha for the mental load, mental effort and performance subscales Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[4] |
| quantity | 0.82 — inter-rater reliability kappa between the two coding teachers Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[5] |
| quantity | 100 — students assigned to profile 2 (the Immersive profile) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[6] |
| quantity | 365 undergraduates — sample size for the latent profile analysis Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[7] |
| quantity | four profiles — number of latent classes recovered Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[8] |
| quantity | six self-efficacy dimensions — dimensions of the AR science-learning self-efficacy measure compared across profiles Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[9] |
| quantity | three dimensions — the Paas and van Merrienboer decomposition: mental load, mental effort, performance Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[10] |
| variable | profiles of cognitive load (independent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[0] |
| variable | AR science learning self-efficacy (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[1] |
| variable | perceived cognitive load (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[2] |
| variable | learning actions (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[3] |
| variable | AR science learning self-efficacy dimensions (dependent) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.variables[5] |
| definition | cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[0] |
| definition | intrinsic cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[1] |
| definition | extraneous cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[2] |
| definition | germane cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[3] |
| definition | self-efficacy Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[4] |
| definition | mental load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[5] |
| definition | mental effort Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[6] |
| definition | Low Engagement profile Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[7] |
| definition | Immersive profile Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[8] |
| definition | cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[9] |
| definition | intrinsic cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[10] |
| definition | extraneous cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[11] |
| definition | germane cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[12] |
| key-terms | cognitive load, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, mental load, mental effort, self-efficacy, augmented reality, latent profile analysis, working memory, lag sequential analysis, behavior patterns |
| concept | cognitive load — not defined in this paper's own words; a multi-dimensional construct representing the processing burden a task imposes, which a learner can carry unevenly across dimensions Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[0] |
| concept | intrinsic cognitive load — not defined in this paper's own words; load arising from the material's own complexity meeting the learner's prior knowledge - not removable by better design Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[1] |
| concept | extraneous cognitive load — not defined in this paper's own words; load imposed by how the material was presented rather than by what it contains - the component instructional design can remove Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[2] |
| concept | germane cognitive load — not defined in this paper's own words; the working-memory capacity spent managing intrinsic load - the productive part of the burden Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[3] |
| concept | working memory — not defined in this paper's own words; the limited capacity whose consumption germane load is defined in terms of; imported here from cognitive psychology as the underlying limit Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[4] |
| concept | self-efficacy — not defined in this paper's own words; a learner's sense of competence, treated here as both an outcome that differs by profile and a support for cognitive processing Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[5] |
| concept | augmented reality — not defined in this paper's own words; the combination of virtual and real objects with real-time interactive information, used here as the learning medium Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[6] |
| concept | latent profile analysis — not defined in this paper's own words; a person-centred method that recovers discrete types from continuous measures, rather than placing everyone on one scale Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[7] |
| concept | lag sequential analysis — not defined in this paper's own words; analysis of which action tends to follow which, used to describe what learners actually did rather than what they reported Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[8] |
| concept | mental effort — not defined in this paper's own words; one of the three dimensions in the rival decomposition, and the aspect the classical three types are said to miss Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[9] |
| latent profile analysis | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[0] |
| confirmatory factor analysis | as written: confirmatory factor analysis (CFA) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[1] |
| Kolmogorov-Smirnov test | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[2] |
| Cronbach's alpha | as written: Cronbach’s alpha values Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[3] |
| MANOVA | as written: multivariate analysis of variance Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[4] |
| ANOVA F | as written: F Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[5] |
| Cohen's kappa (inter-rater reliability) | as written: inter-rater reliability kappa Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[6] |
| lag sequential analysis | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[7] |
| z-score (adjusted residual) Z | as written: Z-score (an adjusted residual value) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[8] |
| chi-squared / model fit indices | as written: chi-squared Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[9] |
| bootstrap likelihood ratio test | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[10] |
| information criteria (AIC / adjusted BIC) and entropy | as written: Akaike information criterion, adjusted Bayesian information criterion, and higher entropy Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[11] |
| post hoc test | as written: post hoc tests Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[12] |
| latent-profile-analysis LPA | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[13] |
| anova MANOVA | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[14] |
| statistical-significance significant | Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.statistics[15] |
| method | survey — a second reading DIFFERING from the recorded value; recorded: survey Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | alternatives.method |
| phenomenon | heterogeneity of cognitive load across learners in augmented-reality science learning — a second reading DIFFERING from the recorded value; recorded: cognitive load in augmented-reality science learning Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | alternatives.phenomenon |
When we have changed our mind. Some entries in the table begin with a word in capitals and the reason for it. EVIDENCE CORRECTED — the finding still stands, but we had quoted the wrong sentence from the paper, and the quotation has been replaced with the right one. RETRACTED — the entry itself was wrong; it stays on the page, marked, with the reason, rather than being deleted. WITHDRAWN AND REPLACED — the entry was wrong, and a corrected version of it appears in the entries below. Each mark carries its own reason, in brackets, because the reasons differ from one entry to the next. An entry we have WITHDRAWN is removed from this page and kept in the record, with its reason. A line reading Audit and a date is a later re-reading of the entry against its whole sentence: DOUBTFUL means it was kept, and the reason says what is loose about it. Quotation marks inside the tagger's sentence. Where a tag is the tagger's own sentence, a phrase in quotation marks inside it is borrowed from the paper — the tagger's wording around it is not. The paper's own sentence is the evidence quote for that row; on this page it is withheld with the article, and the article is at its publisher. Nothing inside quotation marks anywhere on this page is ours: if it is quoted, it is the paper's. Whose words a concept carries. A concept entry records a term the paper itself uses, so the term, the sense given for it, and its evidence are the paper's own words, quoted where the paper fixes them. This is the opposite of a sense entry in the tag table, which is the tagger's sentence about how the paper uses a term. Where a concept entry could not be grounded in the paper's words, the entry says so on its own row.
Tag layer © the Meta-Tagging Project, CC BY 4.0. The paper text is © its authors/publisher
and is linked, not reproduced. Excerpts shown are short quotations for identification and verification.
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