Supporting collaborative learning using a diagram‐based visible thinking tool based on cognitive load theory

Abstract

Abstract A natural concern in the field of computer‐supported collaborative learning is how participants in collaborative learning project attain individual deep understanding through pedagogical or technological support. This study explores such individual outcomes as influenced by designing a collaborative learning project supported with a diagram‐based thinking tool based on cognitive load theory (CLT). A comparative experiment was designed to evaluate the effectiveness of the diagram‐based thinking tool. A total of 49 first‐year graduate students were recruited and assigned to two conditions. In the experiment condition, the group students completed the collaborative learning project through a diagram‐based thinking tool, while the group students in the control condition completed the same project through an alternative text‐based thinking tool. Pre‐and posttesting of the domain knowledge was employed to evaluate each individual's learning outcome. Group discourse was employed to evaluate how group students actively engage during collaboration. Results show that the support of diagram‐based thinking tool integrated in collaborative learning can facilitate individual understanding intensively. Moreover, diagram‐based thinking tool can engage group students into cognitively demanding learning activities actively. Findings demonstrate that the semantic diagram tool provides promising technological support when designing collaborative learning project based on CLT. This study serves as a foundation to the design of technological support for future classroom‐based collaborative learning project. Practitioner Notes What is already known about this topic According to cognitive load theory, the construction of shared knowledge and also the benefit of communication and coordination during social interaction should be optimized when design the collaborative learning. To help learners benefit from social interaction during collaborative learning project, technological support should be carefully designed. External representations have been recognized as one kind of suitable technological affordance for learners’ cognitive and social development. What this paper adds The diagram‐based visible thinking tool with conceptual and socio‐cognitive support integrated in collaborative learning can facilitate individual understanding intensively. The diagram‐based thinking tool with conceptual and socio‐cognitive support can actively engage group students into cognitively demanding learning activities. Implications for practice and/or policy The idea of semantic diagram tool with conceptual and socio‐cognitive support is suitable technological support for effective collaborative learning from the perspective of cognitive load theory. The idea of semantic diagram tool with conceptual and socio‐cognitive support provide teachers with more understandable guidance to design and conduct the collaborative learning project in the classroom.

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