Reducing Load, Fostering Curiosity: Empirical Validation of the IMCLM-XR

Extended Reality is increasingly used in education, particularly for complex domains such as neuroanatomy. While prior studies have emphasized XR's potential to enhance engagement and learning, few have empirically examined the cognitive and motivational mechanisms underlying these effects. This study introduces the Integrative Model of Cognitive Load and Motivation in XR learning (IMCLM-XR), a conceptual model linking cognitive load theory and curiosity-driven learning models to understand how XR influences learning outcomes. A total of 282 medical students were randomly assigned to a traditional video-based condition, an AR-guided drawing condition, or an interactive VR lesson. Using Bayesian structural equation modeling, results showed that both AR and VR significantly reduced extraneous cognitive load and increased intrinsic motivation, though the latter did not directly predict learning performance. Agency, enhanced in VR, was associated with greater intrinsic motivation and reduced extraneous load. Crucially, extraneous load had a strong negative effect on perceived learning progress, which in turn predicted intrinsic motivation, revealing a key mediating pathway. These findings highlight how unnecessary cognitive demands not only impair learning performance but also disrupt learners' perceptions of progress, undermining intrinsic motivation. This study advances a unified theoretical perspective by demonstrating how optimizing extraneous load in XR environments supports both cognitive efficiency and curiosity-driven learning.