The effects of pre-training types on cognitive load, collaborative knowledge construction and deep learning in a computer-supported collaborative learning environment
Abstract
This study investigated the effects of pre-training types on the cognitive load, collaborative knowledge construction and level of learning in a computer-supported collaborative learning environment. Pre-training was provided to help learners optimise their cognitive load, build accurate shared-knowledge and achieve successful deep learning. The participants were randomly assigned into one of two groups. Each group received either guided or self-directed pre-training. The participants were provided with three learning phases, which included the pre-training phase, knowledge-sharing phase and knowledge-construction phase. After completing each learning phase, we analysed the participants’ cognitive load and level of collaborative knowledge. One week after the computer-supported collaborative learning phase, we conducted a transfer test to measure the quality of learning. The results suggested that the guided pre-training is more effective in reducing unnecessary cognitive load, building a higher level of collaborative knowledge and achieving deep learning.
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Pre-training has been shown to be an effective method to reduce unnecessary cognitive load.
“Pre-training was shown as an effective method to reduce unnecessary cognitive load (Jung et al., 2021).”
From Rethinking pre-training: cognitive load implications for learners with varying prior knowledge (2025) · cites this paper as Jung et al., 2021
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- Authors
- Jung, J., Shin, Y., & Zumbach, J.
- Affiliations
- Chung-Ang University (KR)
- Dankook University (KR)
- University of Salzburg (AT)
- Corresponding author
- Shin, Yoonhee
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2019-05-29
- Volume
- 29
- Issue
- 7
- Pages
- 1163-1175
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2947850794
- Cited by
- 30
- References
- 28
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 6 · 2023: 3 · 2022: 1 · 2021: 3 · 2020: 6 · 2019: 1
- FWCI
- 5.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- pre-training, cognitive load, collaborative knowledge construction, deep learning, computer-supported collaborative learning, knowledge sharing, transfer of learning
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