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

TLDR

Effective instructional methods differ for simple versus complex tasks, and load‑reducing strategies that improve retention for complex tasks actually impede transfer. The article proposes a training design that seeks to maximize transfer performance for complex tasks. The design combines germane cognitive load through high variability and limited guidance, while novices first reduce intrinsic load by adjusting element interactivity. © 2006 John Wiley & Sons, Ltd.

Abstract

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. Copyright © 2006 John Wiley & Sons, Ltd.