exploring the viability of augmented reality-based cognitive therapy of low working memory in english for medical purposes comprehension and performance1

The aim of this study was to determine the (non)-effectiveness of cognitive therapy (ct) of students' low working memory (wm) through self-generated augmented-reality- (ar)-based english for medical purposes (emp) reading classes on quality of students' academic and professional lives. in this complementarity study, research method was semi-experimental with a design of cross-contextual (continuous & workplace) treatment and assessment along with soliciting attitudes and debriefing perception in the very initial and final phases, respectively. in the academic year 2018, after determining the wm capacities of 210 students of medicine, they were randomly divided into seven groups with heterogeneous circles including high visual and/or high verbal wm heads to practice emp reading comprehension in 18 self-generated ar-based sessions; in each session, they were simultaneously assessed in both instructional-learning context and field. descriptive and inferential analyses of the gathered data through repeated measure anova showed that student active engagement in self-generating the ars spread the intrinsic cognitive load of emp reading materials for students with low wm capacity, suggesting that students are inclined to active-participation courses. along with the survey, the interview prompts discovered that student active participation in self-generating ar-based activities played a crucial role in cognitive therapying of students' psychological reading process and promoting emp reading comprehension. however, the results should be viewed as suggestive.