Research on the influence of personalized principles in AR educational resources on the learning effectiveness of college students

With the rapid development of modern educational technology, the application of augmented reality (AR) technology in education is gradually showing its potential. While building innovative teaching environments and experiential learning scenarios, abstract concepts are visualized to create a learning space that combines interactivity and immersion. Through gamified design elements and incentive mechanisms, learners' participation and learning effectiveness are effectively enhanced, bringing new educational possibilities and research dimensions. This study is supported by theories such as multimedia learning cognitive emotion theory, embodied cognition theory, and cognitive load theory, and independently developed two AR educational resources. Based on the theme nature of learning materials (neutral/negative) and learner characteristics (high/low spatial ability), a two-dimensional division is carried out, and a quasi experimental research method is adopted. Eye tracking technology and brainwave technology are comprehensively used to collect physiological data of learners from multiple dimensions such as visual attention allocation, cognitive load, and emotion. The learning process and cognitive mechanism boundary conditions of learners in different types of AR materials are analyzed in depth. Research has found that personalized storytelling styles have different effects on maintaining and transferring high and low spatial abilities, while formal storytelling styles have different effects on subjective psychological effort, cognitive use, learning interest, positive emotions, and attention toward high and low spatial abilities.