Craig, Paul2022-11-142022-11-142022-08https://hdl.handle.net/11299/243052University of Minnesota M.S. thesis.August 2022. Major: Computer Science. Advisor: Peter Willemsen. 1 computer file (PDF); vi, 62 pages.This study examined how presentation scale and device form factor affects declar-ative and spatial learning in augmented reality (AR) environments. The two form factors studied in this experiment were mobile-based AR using a third generation iPad Pro and head-mounted AR using a Microsoft Hololens2. These form factors were cho- sen to examine how the more expensive head-mounted AR displays compared to more widely available mobile-based solutions. Scale was chosen to examine how natural lo- comotion contributed to learning in AR. Two scales were examined: a room-scale environment that allowed participants to move freely, and a table-scale environment that participants viewed while seated. To test the impact of these factors we created a virtual cemetery based on Edgar Lee Masters’ book Spoon River Anthology. We conducted a 2 (form factor) x 2 (scale) experiment on 131 participants exploring an AR learning environment across four conditions: Holoens2-Room, Hololens2-Table, iPad-Room and iPad-Table. Post experiment participants completed a 20-question multiple choice quiz to test declarative learning outcomes, a spatial reconstruction measure to test spatial learning, and a Likert scale survey to have participants self- report on their experiences with AR. Post experiment analysis found that neither form factor nor scale had a statistically significant impact on participants learning outcomes. We also noted a positive correlation between declarative learning and composited measure of participant’s enjoyment on the Likert survey. iienThesis or Dissertation