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Effect of task-based group experience on collaborative learning: Exploring the transaction activities.

Jimmy Zambrano R1,2, Femke Kirschner3, John Sweller4

  • 1Open University of the Netherlands, Heerlen, The Netherlands.

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|May 2, 2023
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Summary
This summary is machine-generated.

Task-specific collaborative learning experiences improved student performance and efficiency on new tasks. This training reduced cognitive load, though benefits did not persist after one week.

Keywords:
cognitive load theorycollaborative learningprior collaborative experiencetransactional activities

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Collaborative Learning

Background:

  • Collaborative learning is common but not always effective.
  • Task-specific training may optimize student interactions for future learning.

Purpose of the Study:

  • To test if task-specific collaborative experiences enhance learning in new domains.
  • To analyze the impact on cognitive load and interaction patterns.

Main Methods:

  • Experiment with 90 Ecuadorian students (average age 13.80 years).
  • Four phases: preparation, learning, 1-day retention test, 7-day delayed test.
  • Groups received task-specific training (experienced) or worked individually (non-experienced).

Main Results:

  • Experienced groups showed higher efficiency and less mental effort on the 1-day test.
  • No significant difference in the 7-day delayed test.
  • Experienced groups had more cognitive, fewer regulatory, and fewer task-unrelated interactions.

Conclusions:

  • Task-specific collaborative training reduces cognitive load and improves learning efficiency.
  • Benefits are most pronounced immediately after training.