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American Journal of  
Chemistry and Pharmacy (AJCP)

The Relationship Between the Type of  Dimensions (3D, 2D) and Mental Interaction 
(High, Low) in the Augmented Reality Environment and its Effects on Learning

Samy Abdelwahab Safaan1*

Volume 2 Issue 1, Year 2023
ISSN: 2834-0116 (Online)

DOI: https://doi.org/10.54536/ajcp.v2i1.1075
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Article Information ABSTRACT

Received: December 15, 2022

Accepted: January 09, 2023

Published: January 15, 2023

The research aims to reveal the relationship between the type of  dimensions (3D, 2D) and 
the type of  mental interaction (high and low) and its impact on students’ knowledge of  
the types of  wireless networks and their components in the course “Wireless Communica-
tions and Mobile Security” based on their satisfaction with this learning, and their academ-
ic achievement. The research sample is 144 students in the second year, fourth level of  
the cybersecurity diploma, and they were divided into four experimental groups. The first 
experimental group studies with books augmented with three-dimensional models with 
high mental interaction, and the second experimental group studies with books augment-
ed with three-dimensional models with low mental interaction. The third experimental 
group is taught with books augmented with two-dimensional models with high mental 
interaction, and finally, the fourth experimental group is taught with virtual books with 
two-dimensional models with low mental interaction. The research results that there is an 
interaction between the type of  dimensions in augmented reality books and the mental 
interaction (high, low) in identifying the types of  wireless networks and their components, 
where the high mental interaction groups excelled, regardless of  the type of  dimensions 
(3D, 2D) in the achievement test, and there was clear satisfaction for the students of  the 
groups that study with 3D models compared to the 2D groups.

Keywords
AR Technology, Augmented 
Reality, Digital World, Qassim 
University, Virtual Reality

1 Department of  Natural and Applied Sciences, Community College of  Buraydah, Qassim University, Buraydah, 52571, Saudi Arabia 
* Corresponding author’s e-mail: SamyAbdelwahabSafaan@outlook.com

INTRODUCTION
Augmented reality lets you unite the real world with the 
virtual world, in additional words you can do whatever 
you can do things that you cannot in the real world with 
the help of  virtual objects and digital convenience. AR 
technology is based on three key factors: alignment 
of  virtual and real objects, actual time relations, and 
a combination of  digital and real environments. The 
phenomenon of  AR involves adding a real-world 
environment into a device with additional virtual elements, 
according to Milgrim’s mixed reality study, for example, 
if  a map is considered through Augmented reality, it will 
portray a modified version of  the area with an easy glance 
to all the checkpoints and destinations in that area. In 
terms of  entertainment, Augmented Reality provides a 

huge variety of  video games and virtual entertainment 
allowing a person to explore the digital world (See Figure 
1) (Alqifari et al., 2021; Iordache et al., 2012; Khan et al., 
2019; Küçük et al., 2014; Miller et al., 2019).
Figure 1 shows a taxonomy related to the studies through 
which the actual human world and virtual fundamentals 
may be interlinked. The continuum varies from a whole 
different perspective in a real environment in contrast to a 
digital/virtual environment. According to this continuum, 
interlinked reality can be explained as a platform where 
the virtual world meets the real world. AR enables one to 
interact in the depths of  the digital world and be a part of  
it.  In consideration of  augmented reality in smartphones, 
the features come through the camera that connects both 
worlds on a technical level and helps explore. A very 
well-known and easily understandable example is the 
virtual Map application which allows accessing different 
locations appearing in the digital view mocking the real 
view of  the person while augmented reality GPS drive/
navigation enables an AR-based tracking and navigation 
system. Such a combination of  both worlds can discover 
a vast aspect of  possibilities and opportunities for things 
that were not possible before. 
The attractive fact about AR is also the fact that it 
is portable and does not require any sort of  specific 
instruments or equipment and can be accessed through 
a digital device with ease and minimum effort. An 
augmented reality mimics the real world through small 
segments of  information in order to interpret the data 
on digital screens, the amount of  accessed data and 
information decides the degrees of  immersion of  
tracking and displaying technical results. Figure 1: Milligram’s mixed reality continuum [2]

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LITERATURE REVIEW
Digital growth takes its course to a further level each day 
as easy access enables the average people to possess access 
to AR through their devices which also plays its part in 
learning and educational purposes. Many students face 
difficulties in learning and remembering the information 
they need as the Cognitive Load has its certain capacity, 
therefore, it is not wise to overload the mental capacity 
with information one cannot process. Hence, Augmented 
Reality devices are introduced into the learning and 
educational systems that allow the students to develop an 
interest and pay attention to the knowledge that is being 
provided to them. The commonly used devices grant 
experience to graphics hardware, fast processors, and 
multiple onboard sensors. It also works on platforms like 
military and marketing. Many researchers acknowledged 
augmented reality as a potential source of  learning 
(Alqifari et al., 2021; Iordache et al., 2012; Khan et al., 2019; 
Küçük et al., 2014; Miller et al., 2019)
The research intends to examine the progress of  the 
students of  the Qassim University in Qassim, Saudi Arabia, 
when they were provided an AR-based learning system.

Impact of  AR in Diverse Departments
Apart from the educational department, augmented 
reality is now gaining a reputation in other departments 
as well, especially in the Medical Department. Techniques 
like VR exposure therapy help heal patients with anxiety 
claustrophobia, acrophobia, and social anxiety. It uses 
the mechanism of  safely exposing them to a virtual 
situation designed according to their condition in order 
to overcome their mental illness (Thwaites, 2021). 
Another technique is the Autism Glass Projects which 
lets kids with autistic issues understand their emotions 
without using Google glass and maintain socially healthy 
relationships with people in their lives (Van Krevelen & 
Poelman, 2010). 

AR phantom limb pain treatment 
In this situation the patients with missing limbs or parts 
of  limbs are given the experience of  physical feelings in 
those parts of  their body using AR technology, which lets 
the amputee comprehend the virtual arm that is shown 
on the screen while the patient functions the amputated 
arm, the virtual arm on the monitor will also be displayed 
in the same action through the interfaces to stimulate and 
permit the patient to regulate the originally amputated 
limb with their mind, in directive to experience a satisfying 
effect. 

VR Surgery Simulation
In addition to the opportunities AR provides, helps 
in ordinary surgical training and surgeries by medical 
experts as it reduces the chances of  errors. Numerous 
medical organizations are now adopting this technique 
for multiple varieties of  surgical performances like 
knee arthroscopy where physicians practice injection 
of  anesthesia during knee cap replacement surgery, this 

makes the procedure a lot simpler and more accurate as 
surgeons are able to understand the sensitivity of  the 
situation accordingly. Other than the risk-free factor 
it also enables the interns a chance to learn from their 
errors. Following technologies should be encouraged and 
implied in clinical procedures rather than the hurdles that 
are put in their way like construction cost, the addition 
of  system software for the record, and the reliability of  
quality (Alqifari et al., 2021; Khan et al., 2019)
Augmented Reality has set its course and remains on track 
as it enters different domains of  working organizations 
such as a virtual toolkit for robotic manufacture or fusion 
of  physical/digital robotic covering workflows to validate 
the probable of  augmented and diversified actuality 
for computerization and support in human-appliance 
original interface workflows, while fresh cases of  AR use 
in manufacture locations show the upcoming potentials 
of  the equipment (Alqifari et al., 2021; Hussein, 2017; 
Krüger et al., 2022)
The unique usage of  Virtual Reality and Augmented 
Reality methods permits a continuous modification of  
the spray at dissimilar levels throughout the duplication 
development and benefits in rectifying or stopping the 
procedure quick if  a certain part of  the assemblies is 
exposed to be unattainable, or if  they are predictable to 
unanticipated risky circumstances and struggles like if  
some curves are distorting a lot, then the spraying has 
to instantaneously be halted and assortments of  suitable 
distortion are to be arranged after repetitive physical trials 
and detailed plotting of  the adequate variations (Alqifari 
et al., 2021; Diegmann et al., 2015; Hussein, 2017; Krüger 
& Bodemer, 2020; Krüger et al., 2022). 
This way it can permit the instant re-arrangement of  
serious limitations, such as the approach of  deposition, 
swiftness, the compression of  the spray, pathways, 
remoteness to the arrangement in progress, and 
variations in the material physiognomies despite the 
fact being applied, for instance, the level of  moisture, 
thickness, the number of  threads, size of  stones, amongst 
others. Augmented Reality has previously a noteworthy 
amount of  presentation in the construction field, as a 
regulator device. It is applied in construction positions 
for the constructors to have an improved acceptance of  
wherever mistakes can have some precarious damaging 
inferences in the constructions. Augmented Reality still 
has not been meaningfully utilized so far as a project and 
optimizing means for the duration of  the manufacturing 
course (Alqifari et al., 2021; Diegmann et al., 2015; Kesim 
& Ozarslan, 2012; Krüger & Bodemer, 2020; Krüger et 
al., 2022).

MATERIAL AND METHODS
Problem-based learning (PBL) is a model methodology in 
educational sectors where actual-world problems facilitate 
students’ learning instead of  the forthright knowledge 
of  facts and conceptions of  conventional teaching. 
The research considers the learning implementation 
hypothesis that is based on observing the behavior of  the 

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students after opting out of  a learning approach involving 
2D and 3D dimensional types and observing the changes 
in their Cognitive Load and Attention driven towards the 
learning procedure.

Participants
A study was conducted based on a sample of  144 students 
in the second year, the fourth level of  the cybersecurity 
diploma, and they were divided into four experimental 
groups, for mapping the scientific research skills of  
students enrolled in Wireless Communications and Mobile 
Security Curricula by using AR tools and applications, 
students from AL-Qassim University were selected, and 
enrolled in the course of  computer science research for 
the year 2018/2019. The teaching of  educational courses 
using 2D and 3D dimensional type was considered the 
independent variable while mental interaction i.e. The 
Cognitive load and Learning skills were considered the 
dependent variable. In order to judge the credibility of  
the hypothesis and its results two tools were designed, 
an achievement test to inspect the influence on students’ 
learning skills and a track of  the amount of  attention and 
pleasure AR learning provided, using the Likert scale. The 
students were tested for the Reliability Coefficient based 
on an academic test taken from 15 students per hour 
(Table 1) (Alqifari et al., 2021; Hussein, 2017; Iordache 
et al., 2012; Khan et al., 2019; Küçük et al., 2014; Miller et 
al., 2019).

Table 1: Total Test Variance
No of  students Total test variance Reliability 

Coefficient = 0.75
15 14.75

Design
The attentiveness and learning indexes of  the test queries 
were determined through the calculations of  results of  
the investigational sample which comprised (15) students. 
A two-by-two between-subject design was used in the 
investigation. Mental interaction, which might be low 
(m–) or high (m+) using 2D dimensional type, was one 
influence. The mental interaction, which might be low 
(m–) or high (m+) measured using 3D dimensional 
type, was the other element. The values of  attentiveness 
and learning index ranged between (33% - 67%). The 
Cognitive Load reached (67%), which is statistically 
accepted (Table 2). The outcomes of  the study showed 
that the technology has been well acknowledged by 
students and facility members. They claimed that it helped 
them in teaching and evaluating their abilities in learning. 
Furthermore, it was time-saving and required less amount 
of  effort. It was also fast and easy to use and it provided 
excellence of  data, according to the participants.
The research approached the data implementation 
technique on different themes based on pre and post-test 
trials where the data of  34 students were investigated who 
were provided the opportunity of  AR learning. The mean 
score of  the pre-test for this theme observed was 23.1, 

whereas the post-test equaled 50.9. This indicated the 
escalation of  the statistically substantial changes between 
the mean scores of  students in the theme of  data 
collection expertise for the pre and post-test of  the digital 
learning skills (Table 3). The former conclusion shows 
that there was a positive impression of  using AR research 
for the progressive learning skills among students of  the 
course.

Materials and Apparatus
The study also concluded different independent 
and dependent variable results based on the practice 
of  Dimensional type (2D and 3D) in educational 
departments, keeping a view of  the mental interactions 
as variables for the research (Alqifari et al., 2021; Hussein, 
2017; Iordache et al., 2012; Khan et al., 2019; Krüger & 
Bodemer, 2020; Küçük et al., 2014; Miller et al., 2019)[1-7].  
The research embraced a 2x2 design, intersecting levels 
of  difficulty and struggles in the tasks. While applicants 
finalized an anagram task, the dimensional framework 
was operated (i.e., the use of  2D and 3D dimensional 
type), and the task struggle was set to two conditions, 
either hard or easy. There were four experimental 
situations, mentally-easy using 2D dimensional type, 
mentally-hard using 2D dimensional type, mentally-easy 
using 3D dimensional type, and, mentally-hard using 
3D dimensional type. Members were unsystematically 
allocated into one of  each potential order of  the four 
conditions. Each situation was observed individually at 
the four sequential positions correspondingly crossways 
participants, permitting for both a subject-based inquiry 
concluding all four trials and an among subject analysis 
only by means of  the participants’ initial anagram trials.

Procedure
The participants were greeted and given an explanation of  
the study’s protocol and content at the start of  the study. 
After all of  their questions were answered, they signed 
an informed consent form. Participants individually 
assessed their capability principles, expectations for 
accomplishment, and subjective assignment standards 
regarding the topic and task on a mutual feedback form 
that was launched on a computer screen.
Participants were then directed to the research room, 
where they finalized two short preparation tests. First was 
an anagram-deciphering task with the sample anagram 
and a couple of  training anagrams. This confirmed 
that the participants were able to see the anagrams and 
implicit the anagram task. Then, the research provided 
the AR headset to the participant in order to carry out 
the second task which was a navigation trial using AR 
objects. The experimenter requested participants to make 
sure if  they observed a virtual ball and then to move in 
its direction until the ball changed color. This procedure 
was implied again with a digital cube. The number 
of  anagrams answered was recognized by evaluating 
the footage of  every single participant. To accelerate 
examination, a program was introduced by means of  

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Python (version 2.7) to figure out the audio and cut large 
segments of  stillness from each of  the demos. A human 
coder then attended to the clipped recordings and made 
it clear what words were communicated by participants. 
Each participant was awarded a point for each anagram 
deciphered appropriately (Alqifari et al., 2021; Hussein, 
2017; Iordache et al., 2012; Khan et al., 2019; Krüger & 
Bodemer, 2020; Küçük et al., 2014; Miller et al., 2019).

Statistical Tables
The groups’ individual ratings of  their familiarity with the 
matter, their expectation of  how well they would unravel 
the tasks, and their apparent worth, significance, and 
awareness of  information were equated to ensure that the 
groups did not fluctuate in their pre-study data about and 
attentiveness in the matter.

Table 2: Cognitive Load and Attentiveness
Positive 
Impression

Cognitive Load Attention Span
67% 33%

Table 3: Test Score
Test Credit Dimensional Type

Using 2D 
Dimensional 
Type

Using 2D 
Dimensional 
Type

Mental 
Interaction

Low (m) 22.1% 24.4%
High (m) 49.6% 52.4%

Table 4: Mean Score
Data Collection Significance 0.01
Pre-Test mean score 23.2
Post-Test mean score 50.9

Figure 3: Interactions using AR

RESULTS
Participants deciphered multiple queries in the easy 
situations than in the tough situations representing that 
the management of  exertion in the middle of  situations 
was effective. Social reserve indicates that contributors 
can solve harder cyber security assessments when they are 
alone than socially. The chief  result of  striving (easy vs. 
hard) on the mark was noteworthy, with easy (2D &3D) 
as the dependent variable = 7.68, while hard (2D &3D) 
was the independent variable = 4.16 based on interactions 
in the Anagram test. 
The results showed major differences when the bar chart 
was designed according to the results of  assessment 
trials, Mental interactions using 2D dimensional type 
ranged from 3.24%-2.11% while Mental interactions 
using 3D dimensional type ranged from 5.70%-9.70%. 
The subjects with a high level of  accomplishment gave 
forth a positive attitude toward Augmented Reality 
Applications. The developing statistic showed that the 
participants who were given AR opportunities in terms 
of  knowledge possessed a high level of  attainment, 
which made a constructive approach obvious towards 
this technology and put forth a low extent of  energy 
during the application procedure. Moreover, the outcome 
of  the examination showed that the subjects who have 
used the applications of  Augmented Reality, had a future 
intent to use these techniques in the future, as they were 
pleased with the practice of  using virtual models, and 
had a reduced level of  nervousness while functioning 
through this technology. These circumstances of  results 
can be enlightened by the detail that the AR applications 
fascinate the responsiveness of  the users, also enables 

an operative learning atmosphere, and encourage them 
for focusing better on the learning (Alqifari et al., 2021; 
Diegmann et al., 2015; Hussein, 2017; Kesim & Ozarslan, 
2012; Krüger & Bodemer, 2020; Krüger et al., 2022; 
Mason, 2020; Miller et al., 2019). 

DISCUSSION
The fundamental object that turned the attitude of  the 
participants into affirmative could probably be the fact 
that the learners discovered a diverse learning objective 
other than depending on the old-style learning techniques. 

The prominent situation was that using Augmented 
Reality applications escalates enthusiasm and the users can 
also have fun working with them, resulting in a positive 
outlook towards these applications. It was also witnessed 
that the participants could raise the capability of  their 
understanding, reading, speaking, and learning using 
AR techniques, more in comparison to the ones who 
followed the customary ways of  learning and research. As 
it was proven from the collected data that the participants 
developed better expertise and talents like spatial learning 
capability, technology efficiency, computer science 

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approximation, finding solutions for their problems, and 
collaboration in order to avoid any difficulties (Bartosh & 
Anzalone, 2019; Fernando et al., 2017).
Metzler and Shepard (1974), R. N. Shepard and Cooper 
(1982), and Corballis (1986) all describe a similar process 
of  mental rotation (Corballis & Blackman, 1990; Metzler 
& Shepard, 1974; Shepard & Cooper, 1986). How much 
can this approach take use of  the fact that 3-D figures 
have steeper slopes than 2-D ones? If  one considers 
the “dimensionality” of  a stimulus to be equivalent 
to its “complexity,” then one may say that the “effect” 
of  dimensionality (as in the case of  complexity) results 
from the higher amount of  information that must be 
maintained in the case of  3-D stimuli or more complex 
stimuli. This argument is supported by the fact that it is 
possible to make it. Folk and Luce (1987) demonstrated 
this for 2-D polygons by finding that mental rotation 
rates were slower for polygons with more vertices than 
for polygons with fewer vertices. This was true for simple 
and complicated polygons alike (Folk & Luce, 1987). 
Folk and Luce claimed that they were able to produce 
the complexity effect because they did not depend on 
reflected or perturbed distractors, but Cooper (1975, 1976) 
was unable to do so because they used distractors that 
were more similar to their standard polygons. Folk and 
Luce were able to achieve the complexity effect for this 
reason. Participants were required to encode and modify 
a more comprehensive representation of  the stimulus so 
order to avoid being fooled by a distractor that resembled 
it too closely. This was done to prevent being fooled by 
a distractor that resembled it too closely. Slower rotation 
rates were detected as a result of  the increased information 
load brought about by the more realistic presentation of  
more complex pictures (Cooper, 1975, 1976).
Since it is thought that students may learn accurate mental 
models of  a topic by envisioning and engaging with the 
portrayal of  the phenomenon, much study has been 
conducted on the influence of  virtual reality technology 
on the teaching of  chemistry (Antonoglou et al., 2011; 
Chiu & Wu, 2009; Halpern & Collaer, 2005; Phillips et 
al., 2010). This was the most comprehensive research 
conducted to date on how chemistry students engage 
with desktop 3D virtual reality learning environments. It 
examined the students’ perceptions of  the surroundings, 
sensation of  presence in the environment, spatial orienting 
abilities, and sentiments of  self-efficacy. Throughout the 
length of  the experiment, students will be able to zoom in 
and out of  the 3D virtual reality environment to observe 
molecules and the angles at which they are bonded from 
a variety of  perspectives. In addition, they may spin and 
control a molecule in order to explore how the atoms 
contained inside it are bonded to one another by using 
the many opportunities presented by the surrounding 
environment. As part of  this kind of  chemistry education 
exercise, students are tasked with mentally manipulating 
or changing an object into a mental configuration. 
Students with a high level of  spatial intelligence may 
be able to perform the mental adjustments required for 

molecular organization more quickly. This is a reasonable 
conclusion. Researchers have shown, however, that 
students often lack this mental capacity for seeing and 
manipulating three-dimensional chemical groupings 
(Halpern & Collaer, 2005; Wu & Shah, 2004).
On the basis of  this examination, applying the AR 
implicational technology in computer laboratories 
supervised by the expert’s leadership results in having 
no trouble while using the opportunities provided 
by the application and dealing with reduced levels of  
unease among the learners (Bartosh & Anzalone, 2019; 
Fernando et al., 2017). The purpose of  students to use 
AR applications in the forthcoming can be clarified by 
the basis of  the matters that go further for revolution 
to catch the attention of  users and give growth to the 
learning impulse of  students.

CONCLUSION
The research concludes that the use of  AR can either 
increase or decrease the cognitive load and attention 
span of  an individual as provides various possibilities and 
learning techniques for the users. Learning techniques 
that involve Augmented Reality will allow educational 
departments to give forth promising results and develop 
a better reputation through their unique teaching styles 
and technicalities.
Understanding such occurrences needs the construction 
of  a mental model based on knowledge about the 
separate stages and connecting these phases according 
to the basic rules of  causation (Lowe & Boucheix, 2008; 
Narayanan & Hegarty, 2002). Both Lowe and Boucheix 
(2008) and Narayanan and Hegarty (2002) discovered 
the same thing. Both 2.5D and 3D provide a third 
dimension, which might be important for constructing 
accurate mental representations. This is especially true 
in instances when spatial expansion is necessary for 
understanding. Since monoscopic presentations already 
communicate a variety of  spatial signals, the move from 
monoscopic 2.5D to stereoscopic 3D is a less important 
one. However, shifting from two dimensions to two and a 
half  dimensions may provide crucial information. Recent 
research has shown that students can only profit from 
stereopsis in a restricted number of  situation.
It is obvious that for the purpose of  reducing the 
cognitive load of  the users and making certain of  efficient 
learning, the fundamentals of  multimedia and learning 
concepts have the tendency to work when designed in 
an Augmented Reality application. Hence, the study 
recommended techniques that can help improve the 
quality in accordance with dependent and independent 
variables of  Augmented Reality, firstly, planning AR 
applications that can be adopted in order to decrease 
the cognitive load and increase the achievement levels in 
students to enhance the learning abilities of  the learners. 
Secondly, for the purpose of  attention increasing and 
inspirational increase, an updated learning environment 
should be created that provides AR application access. 
Courses that involve AR applications should be put in 

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the curriculum so that the learners can have access to 
opportunities at their homes. Reasonable studies should 
be planned by evaluating the insolence, success, and 
perceptive loads of  learners for Augmented Reality’s 
uses in dissimilar grounds of  learning (Alqifari et al., 
2021; Corballis & Blackman, 1990; Fernando et al., 2017; 
Hussein, 2017; Metzler & Shepard, 1974; Miller et al., 
2019; Shepard & Cooper, 1986). 
There are certain drawbacks and limitations to this 
technology specifically when it comes to the cost and 
maintenance of  Augmented Reality and applications, it 
also requires expertise and an appropriate crew to keep 
the technology functional and advanced, speaking of  
advanced, it takes specific understanding to update and 
keep track of  the advancements that the technology 
requires and the technical issues that AR devices face 
at certain times. There is also a need for a further 
vigorous discussion about virtual knowledge. There 
remains the issue of  a compressed understanding of  the 
discriminations of  countless simulated spaces, stages, 
and technologies. Another issue is that access to the 
gadgets with AR tech, the admittance to the internet, a 
computer or laptop, a Nintendo Switch domain, or even 
the intellectual space to get involved in the virtual world 
is not appropriately circulated. The capability to observe 
the situation and provide current reports, information 
and projections is reflected as an unachievable luxury in 
lots of  parts of  the world. Also, many regions are still 
unaware of  this technology and the possibilities they are 
missing out on that is why there should be certain sourcing 
to promote awareness of  the opportunities of  the virtual 
world (Alqifari et al., 2021; Corballis & Blackman, 1990; 
Folk & Luce, 1987; Hussein, 2017; Krüger & Bodemer, 
2020; Metzler & Shepard, 1974; Miller et al., 2019; Shepard 
& Cooper, 1986).
Even though Augmented Reality has no limit to the 
informational opportunities it provides, there still are 
certain limitations that get in the way of  evolution because 
much of  this data likely possesses doubtful consistency 
when associated with outmoded bases. The innovative 
generation is familiarized with constructing virtual 
existence in the digital world of  their own according to 
their own requirements and desires. As a result, their aims 
and objects have taken a different course by communal 
worldwide connections as a substitute to textbooks and 
certain other customary written sources of  knowledge and 
learning, on the other hand, exist to be the predictable and 
steadfast basin of  understanding. In concern to that, there 
are certain boundaries and hurdles that are uncrossable, 
for example, the complication that rises while arranging 
overlaid means of  information (Cooper, 1975, 1976).
Many students face malfunction problems while using 
Augmented Reality applications and the case situations 
where it gets rather troublesome for the students to make 
use of  the device or technical markers to get access to the 
augmented information or the virtual world. It is often 
believed that the possible explanation for this boundary 
is that application designers need to advance the set of  

rules in the pursuit and processing of  representative 
departments. There is another suggested possibility to 
be considered, that is for the common future scientist to 
discover further into the realm of  Augmented Reality and 
its virtual world in order to understand the aspects of  this 
domain further and provide answers to the complications 
so that those solutions can be considered and tally in the 
future AR application designing in the academic contexts 
(Antonoglou et al., 2011; Chiu & Wu, 2009). Augmented 
Reality sometimes also proves itself  to be a distraction 
for the users when they divert their attention towards the 
charm of  the virtual world being a novelty rather than the 
information that they are supposed to be absorbing it also 
has imaged itself  as a disadvantage in terms of  learning 
and getting tasks done using the virtual assets. 
It is also stated that Augmented Reality can be measured 
as a “Disturbing Technology,” as Augmented Reality 
can be a source of  interference for users trying to learn 
and develop reading abilities while they use tools such 
as Head-Mounted Displays (HDM) in terms coaching 
and educational session. Some researchers declared in 
their analogies that the device that transports virtual 
figures can disorder the original commitment among 
the user with other users and related folks in relation to 
communication. An additional way of  intrusiveness is 
the circumstance that whenever to completely make use 
of  this opportunity in the learning session, a discussion 
requires to be entirely equipped in the computer hardware 
division and partake unwavering internet connections so 
the session stays on its flow while in commencement 
(Antonoglou et al., 2011; Chiu & Wu, 2009; Halpern & 
Collaer, 2005; Lowe & Boucheix, 2008; Mason, 2020; 
Narayanan & Hegarty, 2002; Phillips et al., 2010; Wu & 
Shah, 2004).

Acknowledgments
The writer is thankful to Qassim University.

Conflict of  interest
There is no conflict of  interest.

Consent for publication
The author agrees to the final version submitted to the 
journal.

Funding 
None

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