Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning

Soonri Choi; Hongjoo Ju; Jeein Kim; Jihoon Song

doi:10.30935/cedtech/14418

Soonri Choi ¹ ², Hongjoo Ju ¹, Jeein Kim ¹, Jihoon Song ¹ ^*

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CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep507

https://doi.org/10.30935/cedtech/14418

Submitted: 07 January 2024, Published Online: 26 March 2024

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Abstract

Computer-supported collaborative learning is an instructional technique to solve complex tasks. One of the key factors to enhance collaboration is increasing the level of interdependence among the collaborators. This study was conducted to examine if the heterogeneous knowledge held by each member promoted by heterogenous instructional sequencings enhances the level of interdependence during collaboration. A quasi-experiment was conducted with college seniors preparing for their careers in a Shinhan University located in Gyeonggi-do, South Korea. The experiment consisted of two phases: one was, where students gained prior knowledge using homogeneous or heterogeneous complex-task sequencing. The other was, where they collaborated with each other using a computer-supported tool. The results showed the statistically significant difference between the two groups in terms of extraneous collective cognitive load, intrinsic motivation, and learning transfer. The collaborative groups of members, which utilized heterogeneous instructional sequencings during the individual learning phase showed relatively lower extraneous collective cognitive load, and higher intrinsic motivation in three consecutive collaborative sessions except for the first. As well as groups of members had higher learning transfer results. Implications and limitations were further discussed on results.

Keywords: collaborative learning, computer-supported collaborative learning, conservation of resource theory, collective cognitive load theory, complex-task instructional sequencings, intrinsic motivation

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Citation

Choi, S., Ju, H., Kim, J., & Song, J. (2024). Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning. Contemporary Educational Technology, 16(2), ep507. https://doi.org/10.30935/cedtech/14418

Choi, S., Ju, H., Kim, J., and Song, J. (2024). Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning. Contemporary Educational Technology, 16(2), ep507. https://doi.org/10.30935/cedtech/14418

Choi S, Ju H, Kim J, Song J. Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning. CONT ED TECHNOLOGY. 2024;16(2), ep507. https://doi.org/10.30935/cedtech/14418

Choi, Soonri, Hongjoo Ju, Jeein Kim, and Jihoon Song. "Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning". Contemporary Educational Technology 2024 16 no. 2 (2024): ep507. https://doi.org/10.30935/cedtech/14418

Choi, Soonri et al. "Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning". Contemporary Educational Technology, vol. 16, no. 2, 2024, ep507. https://doi.org/10.30935/cedtech/14418

Choi S, Ju H, Kim J, Song J. Effects of heterogeneous complex-task sequencings on extraneous collective cognitive load, intrinsic motivation, and learning transfer in computer-supported collaborative learning. CONT ED TECHNOLOGY. 2024;16(2):ep507. https://doi.org/10.30935/cedtech/14418