Effects of task complexity and pre-training on problem solving: A cognitive load perspective

Abstract Effectively managing cognitive demands during problem solving is crucial for academic success. While instructional design research offers strategies to support learners, the effects of task complexity and pre-training on cognitive processes and performance require further investigation. This study reports on four experiments to examine their individual and combined effects on problem-solving performance, cognitive load, and mental effort. Participants completed three task rounds with either high or increasing complexity. Cognitive load and mental effort were assessed using self-report questionnaires, and performance was measured in the final round. Across three experiments, pre-training was provided and compared with a condition without pre-training. Results indicated that consistently high task complexity tended to be associated with lower cognitive load and mental effort than gradually increasing complexity. However, the effects of task complexity on performance were not consistent across experiments. Pre-training was associated with fewer moves needed to solve the task, whereas effects on completion time, cognitive load, and mental effort varied across experiments. No significant interaction effects between task complexity and pre-training were observed.