Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement the "jigsaw strategy" within educational videogames. We conducted an experiment with sixty participants to compare conditions with or without increased task interdependence through the jigsaw strategy (i.e., the distribution of game elements and essential information). The participants had to rebuild a house from the 1894 novel "Effi Briest" within an adjusted version of the "sandbox" game "Minecraft." The results show increased play performance, and learning outcomes with increased task interdependence. We conducted mediator and moderator analysis, which revealed a strong impact of play performance on learning outcomes. Additional analyses of mental effort, cognitive load, and efficiency allowed for deep insights into the playing and learning process. These insights enrich current theories about collaboration, mental strain, and the working memory effect and highlight the applicability of collaborative mechanics within educational videogames.