Cognitive load in collaborative learning: A systematic review

Orbegoso-Dávila L.; Vásquez Alburqueque I.L.; Ledesma-Pérez F.; Chunga Amaya W.H. · Revista de Ciencias Sociales (2024) · DOI: 10.31876/rcs.v30i2.41917

Resumen

Collaborative learning has become a widely used educational strategy, but inconsistencies persist in how it impacts students’ cognitive load. The objective of the research was to analyze the cognitive load in collaborative learning, making a systematic review of 24 experimental and quasi-experimental studies published in the last 5 years that analyze measurements of cognitive load in different forms of collaborative learning, in order to clarify this relationship. The results suggest that collaborative learning reduces cognitive load by distributing it among group members, but also increases the relevant cognitive load, leading to better learning. The adequate structuring and pedagogical regulation of collaborative activities by the teacher reduces the cognitive load of the students. The use of shared metacognitive strategies and visual tools in group work also helps manage cognitive load. In conclusion, adequate management of cognitive load through different strategies optimizes the benefits of collaborative learning, although more research is required in this regard. © (2024), (Universidad del Zulia). All rights reserved.

Instituciones: Universidad Nacional de Trujillo; Universidad Privada Antenor Orrego; Universidad César Vallejo