Learners should therefore not be overloaded during their learning process so that all information relevant to learning can be processed, organized into mental models or schemata, and transferred into long-term memory.

This limitation leads to the fact that processed information can be defined as a load for learners. However, the working memory system is found to be limited in its capacity. Consequently, learning is defined as a change in the long-term memory system, which is assumed to be unlimited in its capacity. 1998, 2019), information within digital learning material is processed during a learning process within the working memory system to transfer it into long-term memory. According to the cognitive load theory (CLT Sweller 1988, 2020 Sweller et al. Since primarily individual learners are in such a digital environment, this review and the proposed theory only refer to an instructional interaction that is designed as learning or retrieving task for one learner, therefore excluding truly collaborative learning scenarios involving direct interaction of more than one learner.Д¬ognitive Theories on Learning with Digital MaterialsДЇor the past 40 years of digital learning research, learning was mainly described by cognitive-oriented learning theories. Digital learning materials are defined here in the broadest sense from basic text-image combinations to dynamic media, that is, media that illustrates information time-dependent, such as videos or animations, and to interactive media, that is, media that allows for intervention, control, and feedback possibilities, such as simulations, educational video games, or online tests. Learning in digital learning environments is discussed in this paper as an interaction of one learner with digital learning material. The range of digital learning environments is wide. Learning texts and illustrations are being exchanged digitally, both self-made and externally produced educational videos sent. The COVID-19 crisis has made schools and other educational institutions more aware than before of how important digital learning materials can be for the successful continuation of learning. Its hypotheses are further defined by specific theories and recent experimental studies on social processes when cognitively processing information. In addition, a theory on social processes in digital learning environments is outlined. This paper reviews general theories on how individuals might experience social processes in learning environments to propose specific hypotheses on social processes in digital learning environments. It is of central importance that the influence of social processes when learning with digital materials should be investigated in closer detail to be able to predict the influence of social processes on learning in future studies. 2003), which are defined as all material-based traces of humans including all phenomena attributing human characteristics to digital learning material. These social processes are elicited by social cues (Mayer et al. Some theories and recent research findings predict that the learning process with digital materials is still perceived as a social interaction process (e.g., Apps et al. 5) shifting the learning process towards a much more personal experience. Digital learning material is particularly characterized by seamless learning, which is defined as a вЂњseamless flow of learning across contextsвЂќ (Wong and Looi 2011, p. For example, research has found teenagers gathering information online and visiting social media sites for more than 6 hours a day (Twenge et al. This is even more relevant since especially young learnerвЂ™s digital media use has considerably increased over the past 10 years.

The proliferation and rapid progress of digital learning technologies require educational designers and teachers to continuously create or choose digital learning materials.

Mashinsky weinberger