Unpeeling AI-Personalized Learning in Augmented Reality Environments via PLS-SEM: Cognitive Load, Adaptivity, and Learning Gains are on the Table

Document Type : Original Article

Author

Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran

10.22126/tale.2026.12342.1121

Abstract

The implementation of Artificial Intelligence (AI) and Augmented Reality (AR) in educational settings has become an innovative approach for individualized learning, providing immersive and adaptable experiences for students. Understanding the effects of cognitive load and adaptivity on learning outcomes in AI-enhanced AR environments is essential for refining instructional strategies. This study investigated the relationships between cognitive load, adaptivity, and learning gains among 258 English as a Foreign Language (EFL) learners using SmartPLS. The results indicated that intrinsic cognitive load (β = 0.726, p < 0.001) and extraneous load (β = -0.432, p < 0.001) had significant effects on learning gains, whereas germane load showed a positive influence (β = 0.314, p < 0.01). Adaptivity also contributed significantly, with learners’ perceptions of adaptivity (β = 0.578, p < 0.001) and system personalization (β = 0.611, p < 0.001) emerging as the most influential sub-components, though its overall impact was smaller than that of cognitive load. These findings emphasize the importance of managing cognitive load and integrating tailored adaptive features to maximize learning outcomes in AI-enhanced AR settings. Strategies that reduce extraneous load and enhance germane load can substantially improve learning experiences for lower-intermediate EFL learners.

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Technology Assisted Language Education
Volume 3, Issue 4
December 2025
Pages 82-110

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