In 1974, Baddeley & Hitch introduced their model for working memory, changing our understanding of cognition (Baddeley & Hitch 1974). Over the past few decades, much work has been conducted regarding working memory and the significant role it plays in how individuals learn and process information (Schacter et al 2016). However, as education technology continues to become a popular modality for learning, the impact of the unique challenges presented by digital environments on working memory are not always considered. Both the visuospatial sketchpad and the phonological loop are engaged during the consumption of digital text, and these challenges—which range from spatial instability to an overcompensation of second-order level judgements—can overload the episodic buffer (which acts as a temporary store for the integration of information between the visuospatial sketchpad and the phonological loop), thus creating difficulties in the comprehension of digital information (Baddeley et al 2011). Such an overload also leads to a degradation in attention as the central executive—whose role is to both manage attention as well as assist with the conversion of data from the episodic buffer into long-term memory—must shift resources from attention to the offloading of information from the episodic buffer.
These issues are apparent when leveraging digital resources in History, often making it difficult for learners to consume the overall narrative or conduct truly immersive research due to the cognitive overload presented by the digital medium. By leveraging various design techniques, these digital history projects can alleviate some of the cognitive stressors and elevate the learner’s learning potential.
This paper presents the theoretical underpinnings for an ongoing research project and asserts that by designing environments which seek to alleviate the stress on the episodic buffer, new modes of interaction can increase learning and comprehension in digital environments. Using the Alcala Record Books—an 18th century manuscript which details the monthly expenses of the Royal Irish College of Saint George the Martyr—as a contextual framework, this paper proposes a two prong approach: the implementation of annotation and the utilisation of data visualisation. The work of Johanna Wolfe (2008) will be situated within a cognitive science perspective, showcasing how annotations in collaborative environments can create not only a richer experience for the learner but also increase the learner’s comprehension by leveraging the visuospatial sketchpad and offloading work from the episodic buffer. This discussion, which will focus on activity-centric design, will lead to a discussion on the idea of immersion and the role it plays in furthering cognition and its effects on working memory. This will culminate in a discussion on the idea of leveraging interactive data visualisations to allow the learner to rely on the visuospatial sketchpad to recognise patterns and rely on fluid intelligence to reach conclusions and aid comprehension.
References
Baddeley, A. D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation, 8, 47–89. https://doi.org/10.1016/S0079-7421(08)60452-1
Baddeley, A. D., Allen, R. J., & Hitch, G. J. (2011). Binding in Visual Working Memory: The Role of the Episodic Buffer. Neuropsychologia, 49(6), 1393–1400. https://doi.org/10.1016/j.neuropsychologia.2010.12.042
Schacter, D., Gilbert, D., Wegner, D., & Hood, B. (2016). Psychology: Second European Edition (2nd ed.). New York, NY: Palgrave.
Wolfe, J. (2008). Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies. International Journal of Computer-Supported Collaborative Learning, 3(2), 141. https://doi.org/10.1007/s11412-008-9040-x
Topics: Innovations and Design in Online and Blended Learning , Topics: Digital Technologies in Disciplinary Contexts
