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Effectiveness of Collaborative Learning with Complex Tasks Under Different Learning Group Formations: A Cognitive Load Perspective

机译：不同学习群体形式下具有复杂任务的协作学习的有效性：认知负荷视角

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摘要

This paper reports the results of an experiment designed to investigate the effectiveness of different collaborative group formations (homogeneous vs. heterogeneous in terms of prior knowledge levels) for learning complex materials in a blending learning environment from the perspective of cognitive load theory. The results of the experiment demonstrated overall benefits of the heterogeneous composition of the collaborative groups. The results also indicated that levels of learners' prior knowledge might influence the effectiveness of collaborative conditions. For learners with lower levels of prior knowledge, the heterogeneous collaborative group was more effective than homogeneous condition while there were no differences between the conditions for more advanced learners. Reported lower ratings of cognitive load for the heterogeneous condition supported the cognitive load explanation of the results.
机译：本文报告了一项实验的结果，该实验旨在从认知负荷理论的角度研究混合学习环境中学习复杂材料的不同协作小组形式（就先验知识水平而言是同质还是异质）的有效性。实验结果证明了协作组异类组成的总体优势。结果还表明，学习者的先验知识水平可能会影响协作条件的有效性。对于先验知识水平较低的学习者，异类协作组比同质条件更有效，而高级学习者的条件之间没有差异。报道的针对非均质条件的认知负荷评分较低，支持了对结果的认知负荷解释。

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