Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning

Abstract

Research indicates that effective instructional methods for practicing simple tasks differ from effective methods for complex tasks. But unfortunately, load-reducing methods that work relatively well to reach high retention performance for complex tasks, such as low variability and complete guidance and feedback, are precisely those methods that hinder transfer of learning. This article presents a training design approach aimed at high transfer performance for complex tasks. The basic idea is that learning tasks should always be combined with methods that induce germane cognitive load, such as high variability and limited guidance or feedback. However, especially for novices, this can only be realised by decreasing intrinsic load early in training by manipulating the element interactivity of the learning tasks.

Theoretical Background

“…Third, there is a renewed interest in the study of instructional methods that explicitly aim at transfer of learning. Methods that work the best for reaching isolated, specific objectives are often not the methods that work best for reaching integrated objectives and increasing transfer of learning (Van Merriënboer, Kester, & Paas, 2006). A wholetask approach takes this paradox into account and is always directed towards reaching multiple, integrated objectives that go beyond a limited list of highly specific objectives.…”

“…Much research effort has been invested in finding methods to decrease irrelevant cognitive load caused by poor instruction to help learners deal with the complexity of cognitive tasks (Van Merriënboer, Kester, & Paas, 2006). Nowadays research in this area is directed to finding means to combine mathemagenic, wholetask instructional methods with complex cognitive tasks without causing cognitive overload.…”

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

“…They should also seek to optimize germane cognitive load, for example, by increasing the variability of learning tasks (e.g. Paas et al 2003Paas et al , 2004Paas and Van Merriënboer 1994;Van Merriënboer et al 2006). Although scholars recommend reducing extraneous cognitive load (e.g.…”

“…to direct learners' attention to the relevant aspects of the tasks and foster meaningful learning. Supportive information can be called schematic information when it is presented in graphical representations or organizers such as matrices or diagrams (Van Merriënboer et al 2006). Presentation of information in the form of graphical organizers offers hierarchical and coordinate relations for relevant aspects of the learning tasks (Robinson et al 1998;Van Merriënboer et al 2006).…”

“…As described by Antonenko et al (2010) ''germane load occurs when information presentation is designed to encourage assimilation or accommodation of new concepts and appropriately challenge the learner'' (p. 426). Germane cognitive load is the result of the activities and processes such as labeling, sorting, categorizing, and mindful abstraction of generalized knowledge that transfer the knowledge to the learner's long-term memory; it thus represents the actual learning (Kester et al 2001;Van Merriënboer et al 2006).…”