{"title":"复杂性影响性能、认知负荷和意识","authors":"Ines Zeitlhofer , Joerg Zumbach , Judith Schweppe","doi":"10.1016/j.learninstruc.2024.102001","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Problem-solving encourages learners to engage in deep knowledge processing. However, merely providing problem-solving activities without considering task complexity may not optimize learning.</p></div><div><h3>Aims</h3><p>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.</p></div><div><h3>Sample</h3><p>We analyzed data collected from 98 graduate and ungraduated university students (<em>N</em> = 98; <em>M</em><sub>age</sub> = 21.22 years, <em>SD</em> = 3.03).</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>The findings suggest that exposing learners to consistently high complexity tasks can have beneficial effects on learning without negatively influencing intrinsic interest.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 102001"},"PeriodicalIF":4.7000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001282/pdfft?md5=bc5f61a2675f327841ca66363145190e&pid=1-s2.0-S0959475224001282-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Complexity affects performance, cognitive load, and awareness\",\"authors\":\"Ines Zeitlhofer , Joerg Zumbach , Judith Schweppe\",\"doi\":\"10.1016/j.learninstruc.2024.102001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Problem-solving encourages learners to engage in deep knowledge processing. However, merely providing problem-solving activities without considering task complexity may not optimize learning.</p></div><div><h3>Aims</h3><p>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.</p></div><div><h3>Sample</h3><p>We analyzed data collected from 98 graduate and ungraduated university students (<em>N</em> = 98; <em>M</em><sub>age</sub> = 21.22 years, <em>SD</em> = 3.03).</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>The findings suggest that exposing learners to consistently high complexity tasks can have beneficial effects on learning without negatively influencing intrinsic interest.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"94 \",\"pages\":\"Article 102001\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001282/pdfft?md5=bc5f61a2675f327841ca66363145190e&pid=1-s2.0-S0959475224001282-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001282\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001282","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Complexity affects performance, cognitive load, and awareness
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; Mage = 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.
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.
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