Thrilled to share that our new paper has just been published in Educational Psychology Review

In this work, we propose the IMCLM-XR, a theoretical framework that bridges Cognitive Load Theory and the Learning Progress Hypothesis to explain how Virtual Reality (VR) and Augmented Reality (AR) shape learners' curiosity and learning outcomes.

The core idea is that motivation in XR learning isn't just about novelty or immersion but is deeply rooted in cognitive load management. When instructional design reduces extraneous cognitive load (the kind that wastes cognitive resources), learners gain the cognitive space to perceive progress and feel autonomous. That, in turn, fuels intrinsic motivation and curiosity-driven engagement.

Link to the paper: https://rdcu.be/fnvwN