Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central to a domain can maximize students' effort associated with constructing new schemas. In addition, interfaces that minimize working memory demands due to the interface per se, for example by mimicking existing non-digital work…