Hahahaha Mittens

Waiting for the second edition!

Thanks @plosone.org for publishing our research!

Nevertheless, I am convinced that research on individual cognitive processes in interaction with pedagogical learning environments has huge potential and should definitely be given close attention in the future.

It is evident that our findings require further replication, particularly given the varied outcomes, positive and negative regarding achievement in the Jigsaw classroom. In a recent review, we emphasised the need for more empirical (and good quality) research on this topic. Paper here :

This result is encouraging because it shows that adapting the pedagogical learning environment can reduce the academic achievement gap for low WM students, thus making students more equal in the classroom.

Our results suggest that jigsaw benefited students with low working memory without affecting the performance of students with high working memory.

We tested 342 undergraduate students from the University of Aix-Marseille during a course on critical thinking (identification of fallacies). We tested their working memory twice, first before and then immediately after learning with jigsaw. They were then given a quiz on the fallacies.

Why specifically the working memory? Because WM is a key predictor of learning ! This function allows everyone to store and retrieve information for short periods of time, and is known to be involved in reading, comprehension and problem solving.

We employed the Jigsaw classroom, an interdependent cooperative learning method, originally developed to reduce social and racial inequalities in the classroom. We wanted to know whether its effects on academic performance were influenced by students’ cognitive abilities, such as working memory.

Trop cool ça ! Merci