Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

TL;DR: It is suggested that several cognitive load effects rely on biologically primary knowledge being used to facilitate the acquisition of biologically secondary knowledge.

TL;DR: It is illustrated how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.

TL;DR: This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) theUse of extra learning environments or tools, or supporting strategies in CSCL.

TL;DR: Cognitive load theory is found to be highly relevant to teaching in the simulation laboratory and a useful conceptual framework to reference when designing or researching simulation-based education.

TL;DR: The theory of information as discussed by the authors provides a yardstick for calibrating our stimulus materials and for measuring the performance of our subjects and provides a quantitative way of getting at some of these questions.

TL;DR: The theory provides us with a yardstick for calibrating the authors' stimulus materials and for measuring the performance of their subjects, and the concepts and measures provided by the theory provide a quantitative way of getting at some of these questions.

TL;DR: It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.

TL;DR: A wide variety of data on capacity limits suggesting that the smaller capacity limit in short-term memory tasks is real is brought together and a capacity limit for the focus of attention is proposed.