Evaluating User Experience and Cognitive Load in AR-supported STEM Education

Augmented reality can create interactive and immersive STEM learning experiences. This study explored user experience and cognitive load using the Merge EDU platform, which employs a tangible Merge Cube to manipulate 3D objects. An exploratory study involved 13 middle school students and 11 STEM teachers performing AR-based tasks. Participants completed the NASA-TLX and UMUX questionnaires and participated in informal interviews. Results show that students experienced low TLX and high usability, while teachers reported higher workload and lower usability. A negative correlation between TLX and UX was observed for students, but not for teachers. Qualitative feedback indicated that students valued the interactive and exploratory aspects of the tool, whereas teachers focused on pedagogical integration and practical classroom use. The findings suggest that AR applications can effectively engage students and support learning with minimal cognitive effort, while teachers may benefit from additional training to optimize their experience.