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Task complexity and cognitive load in simulation-based education: A randomised trial.

Marie-Laurence Tremblay1, Jan-Joost Rethans2, Diana Dolmans3

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Novice learners managed cognitive load effectively in simulations, with performance remaining high across varying task and environment complexities. Environmental complexity was found to influence intrinsic cognitive load, suggesting careful design is key for effective simulation-based learning.

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Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Health Professions Education

Background:

  • Designing effective simulations for novices requires balancing task/environment complexity to optimize learning without causing cognitive overload.
  • Understanding how complexity impacts performance and cognitive load is crucial for developing better educational simulations.

Purpose of the Study:

  • To investigate the effects of modulating task and environment complexity on novice performance and cognitive load during simulation.
  • To determine how different levels of complexity influence learning outcomes in simulated educational settings.

Main Methods:

  • A 2x2 factorial design was used with 162 pharmacy students randomly assigned to four conditions (simple/complex task in simple/complex environment).
  • Student performance was assessed via video recordings, and cognitive load (intrinsic and extraneous) was measured using post-task questionnaires.
  • Knowledge was tested immediately after the task and again after a debriefing session.

Main Results:

  • Significant interaction effects were observed between task and environment complexity for performance.
  • Task complexity significantly impacted intrinsic cognitive load and post-task knowledge, while environmental complexity affected post-debriefing knowledge.
  • Extraneous cognitive load showed no significant effects from task or environment complexity.

Conclusions:

  • Novice learners demonstrated the ability to manage cognitive load effectively, maintaining good performance across varied simulation complexities.
  • Environmental complexity appears to be a contributing factor to intrinsic cognitive load in simulation-based learning.
  • These findings suggest that well-designed simulations, even with increased complexity, can facilitate learning and cognitive load management in novices.