The collective working-memory effect and the role of collaborative interactions

• In Event: The collective working-memory effect and the role of collaborative interactions

Short Description

The topic of Interest: Collaborative Learning and Instructional Design Discussion points: Although collaborative learning is becoming a popular instructional method, little research has been undertaken considering human cognitive structures and their influences on collaborative tasks. Using cognitive load theory as a theoretical framework, in this mixed-methods study, forty-five undergraduate students were assigned either to the individual or collaborative groups and solved simple and complex tasks. We found that participants took less time, scored higher, and invested less cognitive effort while solving simple tasks compared to complex tasks, and that group participants scored higher than individuals while solving simple and complex tasks. Nine semi-structured interviews with group participants revealed that collaborative interactions play an important role during the problem-solving process. The study findings suggest that collaborative learning, based on cognitive load theory, overcomes individual working memory limitations through collective working memory effect, and the role of collaborative interactions is vital during the problem-solving process. More findings and implications will be discussed in the presentation. Goals to be achieved: Present and share study findings, implications, gather and incorporate feedback comments from scholars who attend the session and publish the study to a journal.

Authors

• Presenter: Rajagopal Sankaranarayanan, Indiana University Bloomington

• Presenter: Kyungbin Kwon, Indiana University

• Contributor: Yonjoo Cho, Indiana University-Bloomington