Complex sentence structure and lack of punctuation marks
(As one of our pupils said - "the page looks like a lot of little black ants - I don't know where it starts or ends...)

Automatic underlining of key words contained in the sugiya.Key words serve as signals or verbal markers which help the learner to divide the sugiya into separate units of meaning. Graphic separation between units of meaning helps the reader focus on each individual unit.

Non-linear structure of the sugiya
Each unit forms a link in the development of the Gemara discussion - however not every unit relates to the unit which appears directly before or after it.

1. Sequential stages of the learning process help the learner "unpack" the sugiya and discover its underlying structure.2. Icons for graduating and indenting the text create visual connections between related segments of text. 3.Flow charts use the graduated text to produce a graphic representation of how the sugiya is structured.

Cognitive overload as a result of the mass of details in the text.
The large amount of similar details contained in the sugiya make it difficult for the learner to see how the parts of the discussion form an integrated whole.

So many trees often make it difficult for pupils to see the whole forest. Flow charts organize the text, reduce cognitive overload and help pupils cope simultaneously with a mass of details. Pupils can then internalize the sugiya through visual and verbal channels. Dual representation of detailed material facilitates memory storage and retrieval processes.

Language difficulties

Gemara Berura contains a computerized version of the Melamed Aramaic-Hebrew Dictionary as a help tool.

Gemara Berura contains a database which supplies the reader with a short biographical sketch of each Sage who appear in the sugiya.This help tool gives the reader background knowledge he requires to understand the relationships between the sages and the hierarchy of authority.

Gemara Berura is based on a structured series of steps in the learning process. The learner knows where to begin and how to continue. Each step is designed to help the learner cope with specific difficulties. At each step, the learner uses a computerized support mechanism e.g. text indentation, flow chart etc. to executes a defined task. Each step produces a visual product which reflects how the learner executed the task.

Pupils who experience difficulties often become passive, and remain and unclear or "foggy" understanding of the sugiya.

At each step in the learning process, the pupil has to make a different decision, e.g. how to separate different segments, how to characterize the function of the segment etc. He then uses the computerized support mechanisms to execute his decisions.

Many pupils have difficulties in concentrating and remaining focused in lecture-format lessons.

Use of the computer to execute each step in the learning process helps pupils remain on-task and focused throughout the lesson.

Early exposure to use of computers leads to more pupils who are visual learners. These pupils have difficulty learning primarily through listening to the teacher.

Graphic representations of the structure of the sugiya such as indented text and flow charts enable visual learners to utilize their strengths and learn through their preferred style.

Heterogeneous ability levels and learning styles often lead to frustration and boredom

Work in pairs or small groups in front of the computer screen enables pupils to progress at their own pace - instead of forcing pupils to listen to what they already understand.Pupils who progress faster may help others or be given more advanced tasks.