20.500.12556/RUP-23047 Can immersion protect us from distraction? The impact of real-world distractions on learning in augmented reality Can immersion protect us from distraction While many digital distractions can be managed, real-world interruptions, such as phone calls, notifications, and office noise, are harder to control and can harm productivity, well-being, and learning. Mixed reality systems like Augmented Reality (AR) are often described as immersive—a property which might protect users from such disruptions. We tested this assumption by comparing a head-mounted AR interface that overlays digital annotations on physical objects with a traditional flat screen during vocabulary learning under common office distractions. In a user study (n = 32), AR users reported feeling less distracted and recalled less task-irrelevant information, but their learning performance did not improve. Instead, distraction-related performance decline was greater in AR. Physiological and self-report measures showed no reduction in effort or workload, and participants with higher auditory distractibility did not benefit. Overall, AR annotation alone may not sufficiently shield learners from real-world distractions, motivating new design approaches. Medtem ko je mogoče mnoge digitalne motnje obvladovati, so motnje realnega sveta, kot so telefonski klici, obvestila in hrup v pisarni, težje nadzorovane in lahko škodujejo produktivnosti, počutju in učenju. Sistemi mešane resničnosti, kot je razširjena resničnost (AR), so pogosto opisani kot potopitveni – lastnost, ki lahko uporabnike zaščiti pred takšnimi motnjami. To domnevo smo preverili s primerjavo AR-vmesnika v obliki naglavnega prikazovalnika, ki dodaja fizičnim predmetom digitalne opombame, s tradicionalnim zaslonom med učenjem besednega zaklada, medtem ko so bili uporabniki podvržen običajnim motnjam v pisarni. V študiji uporabnikov (n = 32) so uporabniki AR poročali, da so se počutili manj moteni in so si zapomnili manj informacij, ki niso bile pomembne za nalogo. Vendar se njihova učna uspešnost ni izboljšala. Nasprotno, upad uspešnosti je bil zaradi motenj večji v AR. Fiziološke meritve in meritve na podlagi lastnih poročil niso pokazale zmanjšanja napora ali delovne obremenitve, udeleženci z večjo slušno motljivostjo pa niso imeli koristi od potopitve. Zaključimo lahko, da AR opombe same morda ne ščitijo učencev dovolj pred motnjami v realnem svetu, kar spodbuja nove pristope k oblikovanju. distractions auditory distractibility augmented reality immersion and presence learning motnje slušna motljivost razširjena realnost potopitev in prisotnost učenje true false true Angleški jezik Slovenski jezik Članek v reviji 2026-05-15 11:32:36 2026-05-15 11:32:38 2026-05-16 03:05:01 0000-00-00 00:00:00 2026 0 0 str. 1-21 iss. Vol. 2026 0000-00-00 PostprintKoncna NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2026-03-04 004.5 1044-7318 10.1080/10447318.2026.2633224 270589955 RAZ_Copic_Pucihar_Klen_2025.pdf RAZ_Copic_Pucihar_Klen_2025.pdf 1 E51919B79CD26F33623068751ECEF86D 06ad59147202b76e34cca89dd1ec60eb548514ff795418c17aceecaf29be0c6c 3b3f9ac1-5041-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33675 https://www.tandfonline.com/doi/full/10.1080/10447318.2026.2633224 1 ead670ee-5040-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=33674 Fakulteta za matematiko, naravoslovje in informacijske tehnologije 0 0 0