The impact of working memory capacity on collaborative learning in elementary school students.

Abstract

Working memory capacity may be a critical factor that influences the effectiveness of collaborative learning; however, no studies have directly explored this effect. Using worked examples as learning tasks, Experiment 1 used a 2 (working memory capacity) × 2 (learning format) factorial design to examine the effects of collaborative learning versus individual learning of 4th-grade Chinese elementary school students with different working memory capacities. High-capacity learners displayed less working memory resource depletion and better transfer performance during collaborative learning than individual learning. In contrast, no differences were found among the low-capacity learners. Collaborative learning benefited high-capacity learners but not low-capacity learners, per our observations. To further optimize collaborative learning for low-capacity learners and expand the findings to heterogeneous collaborative learning, Experiment 2 adopted a 2 (member capacity) × 2 (group capacity) factorial design to explore the effects of member and group working memory capacity on collaborative learning in heterogeneous groups. High-capacity members displayed less working memory resource depletion and better far transfer performance in high-capacity groups compared to low-capacity groups. Simultaneously, all members had better near transfer performance in high-capacity groups compared to low-capacity groups. Both member and group working memory capacities influenced the effect of heterogeneous collaborative learning. However, low-capacity members only partially benefited from collaborative learning in high-capacity heterogeneous groups.