1. Reduced motivation levels
2. Passive vs. Active Learning
3. Independent learning - a skills-based approach
4. Constructing Graphic Representations Of Learning
5. Advantages of dual coding
6. Facilitating memory processes

1. Reduced motivation levels
Many learners need to invest significant time and effort in order to understand the Talmudic text on a basic level. As a result, they often lack the will or energy to relate to the deeper levels of meaning contained in the text. Negative attitudes often develop as a result of difficulties which seem insurmountable.

• With Gemara Berura's step-by-step learning, the learner knows exactly how to begin and how to continue the learning process in order to understand the text and its structure.
• At each step in the learning process, computer-based tools and support mechanisms are available as and when needed. As they gain autonomy during the learning process, learners become less frustrated and develop more positive attitudes towards studying Gemara.

2. Passive vs. Active Learning
Knowledge is not transferred automatically from the teacher to the learner. The learner must be an active partner in the learning process, processing the content of the text..

Gemara Berura is a student-centered instrument. Use of the program ensures that the student becomes an active participant - organizing content so that it can be stored in his memory and retrieved when needed.

3. Independent learning - a skills-based approach
The goal of any teacher is to teach the student how to acquire learning skills which will enable him to learn on his own, without the teacher's help.

Gemara Berura is designed to help the student "learn how to learn". The program's computer-based methodology and applications help the student acquire the skills and access the information he requires in order to be a lifelong independent learner.

4. Constructing Graphic Representations Of Learning
Gemara Berura's unique applications enable the learner to
construct computer-based graphic representations of the way he understands the text. Graphic representation of the text fulfills the following functions:

• Illustrates the relationships between different segments in the dialog
• Makes the structure of the text explicit.
• Facilitates memory processes such as information storage and retrieval.
• Learner-generated graphic representations of the content allow students to detect and correct gaps in their knowledge. Learners can compare their own "maps" or knowledge representations with ready-made maps supplied by the program, or with "maps" made by their peers or teachers.

5. Advantages of dual coding
Processing information via multiple channels increases retrievability. According to cognitive psychologists, for example Paivio (1979), information presented graphically is encoded twice into the learner's memory: once as a picture and then again by the verbal description given to the picture. Text, in contrast, is encoded into the learner's
memory only once, via a verbal channel. This dual coding of information essentially doubles the probability that the information will be recalled when needed.

• Gemara Berura enables the learner to generate color-coded formatted versions and flow charts. These graphic representations of the Gemara text enable the student to learn the sugiya via both visual and verbal channels.
  

6. Facilitating memory processes
Short-term memory has limited storage capacity: we can keep in mind only a few things at a time.

• Gemara Berura's computer-based methodology and support tools help the learner cope with the difficulties of assimilating multiple elements of information simultaneously.

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