Methodological Validation of Environmental Embedding and Cognitive Absorption for AR Instructional Communication in Chinese Motif Design Learning

Abstract

Augmented reality is used to disseminate cultural heritage. However, its application in teaching traditional Chinese motif remains underexplored within communication and media studies. There is limited evidence regarding augmented reality’s influence on learning through cognitive absorption in higher education art and design. Therefore, this study employs an explanatory sequential mixed methods design, integrating situated cognition theory, cognitive absorption theory, and student engagement theory for methodological validation. The quantitative phase included 34 art and design students from universities in Nanchang, Jiangxi Province, China, who had nearly six months of experience learning traditional motif with augmented reality assistance. An adapted Chinese version of the scale was used to measure the relationship between environmental embedding, the five dimensions of cognitive absorption (enjoyment, curiosity, control, temporal dissociation, and focused immersion), and learning experience, with reliability, validity, and correlation analyses conducted. In the qualitative phase, four experts assessed the interview outline’s validity, followed by pre-interviews with four samples to optimize questions. Results showed good internal consistency and supported subsequent formal research. Related results showed a significant positive correlation between environmental embedding and curiosity and learning experience, with focused immersion showing the highest correlation, while the correlation between sense of control and learning experience was weaker. Interviews suggested augmented reality’s “seeable but difficult to control” experience gap may lower control scores. These findings preliminarily support the study’s proposed communication path, indicating control may fail under low-interaction augmented reality. This study proposes revising formal research to eliminate low-interaction augmented reality stimuli, using manipulable interactive materials to examine the control dimensions mediating role.

Keywords: Augmented Reality, Instructional Communication, Environmental Embedding, Cognitive Absorption, Traditional Chinese Motif, Mixed Methods

DOI: 10.54941/ahfe1007992