Document Type : Research Paper
Authors
University of Tehran
Abstract
The present research aimed to identify collaborative cognitive load reduction techniques in electronic environments, addressing a significant gap in the existing educational technology literature. The study employed a systematic review methodology, meticulously searching the Scopus, Science Direct, and Google Scholar databases to collate relevant literature. Inclusion and exclusion criteria guided the selection process, resulting in 19 pertinent studies that underwent thorough analysis. This research utilized dimensional analysis to categorize the identified techniques into various components, with a particular focus on their underlying dimensions. The study revealed six fundamental dimensions of collaborative cognitive load reduction techniques: user-centeredness, information design, flexibility and customization, community-centeredness, information retrieval and use, and technology-based support. The results underscored the importance of these dimensions in alleviating cognitive load in collaborative electronic environments, providing crucial insights for future pedagogical practices. Consequently, the findings hold significant implications for designers and implementers of training in electronic contexts, emphasizing the need for strategies that effectively minimize collaborative cognitive load and enhance learning experiences.
Keywords
)