This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load. This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.

In keeping with its land grant mission, a university campus library partnered with several OER advocacy efforts on both national and state levels to promote the creation and use of OER at the university. While the program had some initial success in inspiring faculty to create and use OER in their courses, the effort proved difficult to sustain. This paper presents the application of the Performance Improvement/HPT model to an Open Educational Resources (OER) initiative in a university library. This paper focuses specifically on three phases of the process: organizational analysis, environmental analysis, and gap analysis We share results of that application and discuss how the HPT model might effectively be applied to other similar programs.