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In this paper, the construct of task complexity and its significance in grading and sequencing of pedagogic tasks are discussed. Then, mention will be made of different models and criteria for estimating task complexity. After that, the most comprehensive model (Robinson's Triadic Framework or The Cognition hypothesis) will be discussed in great details and the research done in this framework will be outlined. Finally, the role of the Task Complexity in grading and sequencing pedagogical tasks will be touched upon

Task-based Learning Research and the Cognition Hypothesis: The Case of Task Complexity