How do the level of complex learning task and the part-task sequencing affect mental model, cognitive load and learning time?

Abstract

This study was conducted to examine effects of the level of task complexity and the method of parttask sequencing on a learner``s mental model and cognitive load in the complex learning task. Task complexity has been divided into three levels, high, medium, and low. The method of part-task sequencing has been categorized into two, backward chaining with snowballing and simple backward chaining. In order to examine the effects, the Computer-based Complex Task Performance Supporting (CTPS) program was designed and developed. This study has suggested an alternative solution to realize a complex learning task effectively by presenting instructional design principles with different part-task sequencing methods depending on a task complexity level in implementing a complex task.