Complexity affects performance, cognitive load, and awareness

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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