How Working Memory Influences Knowledge Reconstruction in Collaborative Learning: Investigation Using Human Experimentation and ACT-R Simulation

Collaborative learning is when learners reconstruct one's knowledge based on others’ knowledge, and then they gain understanding. However, it is indicated that working memory inhibits the cognitive process learners acquire and use other's knowledge. Additionally, it is challenging to manipulate learners' working memory and capture the cognitive process during collaborative learning in psychological experiments. Therefore, this study investigated how working memory influenced the search for knowledge reconstruction in a psychological experiment and further examined the nature of the cognitive process using ACT-R, a cognitive architecture and theory for human cognition. Both laboratory experiments and simulations revealed a positive correlation between working memory and correct. Also, those revealed no correlation between working memory and incorrect. In model-based simulations, we found that reconsidering based on others’ knowledge was effective when working memory was high. This study contributed to developing pedagogical agents as collaboration members and teachable agents to support collaborative learning.