a cognitive-load approach to collaborative learning: task and learner characteristics femke...
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A Cognitive-Load Approach to Collaborative Learning:Task and Learner Characteristics
Femke Kirschner & Fred Paas
Groups of collaborating learners are considered as information processing systems, in which the information within the task and cognitive load caused by the intrinsic nature of the task can be divided across multiple collaborating working memories.
High complexity tasks Low complexity tasks
Individual
•Limited processing capacity
•No communication & coordination (transaction costs)
Group
•Expanded processing capacity
•Communication & coordination (transaction costs)
•Overload •Distribution advantage
•Relatively LOW transaction costs
+- -+•Distribution advantage
•Relatively HIGH transaction costs
•NO overload
Individuals and groups as information processors
Hypothesis
With low complexity tasks, group members will have to invest more mental effort in learning to achieve the same performance than individual learners, because of the relatively high transaction costs.
With high complexity tasks, group members are expected to achieve a higher performance with lower learning mental effort investment than individuals, because the transaction costs are low compared to the gain afforded by a division of cognitive load between the group members.
An exploration into the measurement of group cognitive loadStudy how individual measurements of cognitive load can be used to get a reliable estimate of the group’s or group member’s cognitive load, and how the cognitive load varies as a function of task complexity.
Individual Measurement
Group Measurement
How
Physiological measurements
Task- and performance based- measurements
Subjective measurements
•Non intrusive
•Valid
•Reliable
•Comparable
Centre for Learning Sciences and TechnologiesCelstec.org
Netherlands Laboratory for Lifelong Learningwww.ou.nl
Rating of perceived mental effort
Rating of perceived Mental Effort
How much effort did it take you to complete the task:
1. Very very low effort
2. Very low effort
3. Low effort
4. Somewhat low effort
5. Not low but also not high effort
6. Somewhat high effort
7. High effort
8. Very high effort
9. Very very high effort
Transform•Individual scale (original)
•Group member scale
•Group scale
Output1. Effects of Individual and Group-Based Learning from Complex Cognitive Tasks on Efficiency of
Retention and Transfer Performance (Kirschner, Paas, & Kirschner, in press).
2. A Cognitive-Load Approach to Collaborative Learning: United Brains for Complex Tasks (Kirschner, Paas, & Kirschner, in press).
3. Individual versus Group Learning as a Function of Task Complexity.
4. Measurement of Group Member Cognitive Load.
5. Effects of Individual and Group-Based Learning from Worked Examples on Transfer Performance.