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Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning
Author(s) -
van Merriënboer Jeroen J. G.,
Kester Liesbeth,
Paas Fred
Publication year - 2006
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1250
Subject(s) - interactivity , cognitive load , instructional design , simple (philosophy) , transfer of learning , human–computer interaction , germane , computer science , transfer of training , cognition , psychology , cognitive psychology , multimedia , artificial intelligence , chemistry , philosophy , germanium , epistemology , neuroscience , silicon , organic chemistry
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. Copyright © 2006 John Wiley & Sons, Ltd.