SynthesisFrontiers in psychology2026
Cognitive load, extended reality, and visuospatial abilities in physical science education: a systematic review.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
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Authors and funding
3 authors.
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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.
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Registered trials
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