A Data-Driven Optimized Mechanism for Improving Online Collaborative Learning: Taking Cognitive Load into Account

Abstract

Research on online collaborative learning has explored various methods of collaborative improvement. Recently, learning analytics have been increasingly adopted for ascertaining learners’ states and promoting collaborative performance. However, little effort has been made to investigate the transformation of collaborative states or to consider cognitive load as an essential factor for collaborative intervention. By bridging collaborative cognitive load theory and system dynamics modeling methods, this paper revealed the transformation of online learners’ collaborative states through data analysis, and then proposed an optimized mechanism to ameliorate online collaboration. A quasi-experiment was conducted with 91 college students to examine the potential of the optimized mechanism in collaborative state transformation, awareness of collaboration, learning achievement, and cognitive load. The promising results demonstrated that students learning with the optimized mechanism performed significantly differently in collaboration and knowledge acquisition, and no additional burden in cognitive load was noted.

Unveiling the Multifaceted Dance of Distractions: Thumbing Through the On-Screen Distractions Throughout Memrise MALL Experience

“…The themes identified, including social media distractions, multitasking, peer control, and commitment to learning, suggest that technology in MALL can have both positive and negative impacts. This finding is consistent with the previous studies (Jeong, 2022;Shane-Simpson & Bakken, 2022;Zhang et al, 2022), highlighting the significance of selfdirected learning, managing social media distractions, and optimizing cognitive load. Participants also expressed a desire for a focus feature that eliminates notifications, supporting Pritandhari and Rosa (2022)'s analysis of mobile screen learning utilization in an instructional context.…”

Explore the Effectiveness Factors and Improvement Strategies of Collaborative Learning

“…These tools can include online conference software, discussion forums, instant messaging tools, etc., which enable students to collaborate and communicate anytime, anywhere. Most online knowledge-building, collaborative capacity-building, and emotional communication activities are carried out through collaborative learning, and the technologically enhanced online environment is continually improving to support richer interactions and better collaborative participation [6]. Collaborative learning has been a key teaching strategy since the early 1970s, whether it's traditional learning, a mix of online and offline classes, or whatever.…”

“…Processing new memories requires working memory, which can result in an excessive cognitive load if the amount of information acquired much exceeds the capacity of working memory. Additionally, it has been discovered that computer-supported collaborative learning (CSCL) is more prone to cognitive overload because of the complex and varied interactions [6].…”

“…Secondly, due to the non-spontaneity of online learning, collaborative learning needs specific arrangements and supports. The physical isolation of online collaborative learning environment will lead to the uncertain state of learners, insufficient effective participation and low sense of presence [6].…”