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Title:Can immersion protect us from distraction? : The impact of real-world distractions on learning in augmented reality
Authors:ID Čopič Pucihar, Klen (Author)
ID Trajkovska, Karolina (Author)
ID Weerasinghe Arachchillage, Anuradhi Maheshya W. (Author)
ID Waqas, Ali (Author)
ID Parry, Douglas A. (Author)
ID Le Roux, Daniel B. (Author)
ID Kljun, Matjaž (Author)
Files:.pdf RAZ_Copic_Pucihar_Klen_2025.pdf (3,52 MB)
MD5: E51919B79CD26F33623068751ECEF86D
 
URL https://www.tandfonline.com/doi/full/10.1080/10447318.2026.2633224
 
Language:English
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:FAMNIT - Faculty of Mathematics, Science and Information Technologies
Abstract: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.
Keywords:distractions, auditory distractibility, augmented reality, immersion and presence, learning
Publication version:Author Accepted Manuscript
Publication date:04.03.2026
Year of publishing:2026
Number of pages:str. 1-21
Numbering:Vol. , iss.
PID:20.500.12556/RUP-23047 This link opens in a new window
UDC:004.5
ISSN on article:1044-7318
DOI:10.1080/10447318.2026.2633224 This link opens in a new window
COBISS.SI-ID:270589955 This link opens in a new window
Publication date in RUP:15.05.2026
Views:41
Downloads:2
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Record is a part of a journal

Title:International journal of human-computer interaction
Shortened title:Int. j. hum.-comput. interact.
Publisher:Ablex Pub. Corp.
ISSN:1044-7318
COBISS.SI-ID:683029 This link opens in a new window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:N2-0354-2024
Name:Določanje uporabniške izkušnje z računalniškim psihološkim modeliranjem

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:BI-NO/25-27-007-2025
Name:Uporabniški modeli za razložljive priporočilne sisteme

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0433-2022
Name:DIGITALNO PRESTRUKTURIRANJE DEFICITARNIH POKLICEV ZA DRUŽBO 5.0 (INDUSTRIJO 4.0)

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:I0-0035-2022
Name:Infrastrukturna skupina Univerze na Primorskem

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:J5-50155-2023
Name:DOPOLNJENA RESNIČNOST ZA DOSEGANJE BOLJŠEGA RAZUMEVANJA TROJNE NARAVE KEMIJSKIH POJMOV

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:J7-50096-2023
Name:Izboljšanje sistema B-WIM na osnovi masovnih podatkov in umetne inteligence

Funder:Other - Other funder or multiple funders
Project number:0013103
Name:Kognitivno računalništvo
Acronym:CogniCom

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:Slovenian
Title:Can immersion protect us from distraction
Abstract: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.
Keywords:motnje, slušna motljivost, razširjena realnost, potopitev in prisotnost, učenje


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