Complexity affects performance, cognitive load, and awareness

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-08-26 DOI:10.1016/j.learninstruc.2024.102001

Ines Zeitlhofer , Joerg Zumbach , Judith Schweppe

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Abstract

Background

Problem-solving encourages learners to engage in deep knowledge processing. However, merely providing problem-solving activities without considering task complexity may not optimize learning.

Aims

The present study analyzed the effects of task complexity (consistently high vs. gradually increasing) on performance, germane cognitive load, meta-awareness, and intrinsic interest using a learning task conducted in a laboratory.

Sample

We analyzed data collected from 98 graduate and ungraduated university students (N = 98; M_age = 21.22 years, SD = 3.03).

Methods

The study comprised a main session and a post-test. During the main session participants completed a problem-solving task either with consistently high complexity or gradually increasing complexity. During the post-test all participants solved the task once with high complexity. Metacognition (regulation, knowledge), germane cognitive load, meta-awareness, and intrinsic interest were assessed by self-evaluation questionnaires.

Results

The findings indicated positive effects of consistently high complexity on immediate performance, germane cognitive load, and meta-awareness. Additionally, an important relationship between metacognition (regulation, knowledge) and meta-awareness was identified when learning with gradually increasing complexity. However, no impact of task complexity on intrinsic interest was found.

Conclusions

The findings suggest that exposing learners to consistently high complexity tasks can have beneficial effects on learning without negatively influencing intrinsic interest.

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复杂性影响性能、认知负荷和意识

背景解决问题可以鼓励学习者进行深层次的知识处理。本研究分析了任务复杂性（持续的高复杂性与逐渐增加的复杂性）对学习成绩、种属认知负荷、元意识和内在兴趣的影响。样本我们分析了从 98 名研究生和未毕业大学生（N = 98；年龄 = 21.22 岁，SD = 3.03）收集的数据。在主要环节中，参与者完成一项复杂度持续较高或复杂度逐渐增加的问题解决任务。在后测期间，所有参与者都完成了一次高复杂度的任务。结果表明，持续的高复杂性对即时表现、相关认知负荷和元认知有积极影响。此外，当学习的复杂性逐渐增加时，元认知（调节、知识）和元认知之间的重要关系也得到了确认。结论研究结果表明，让学习者接触持续的高复杂性任务会对学习产生有益的影响，而不会对学习者的内在兴趣产生负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.