Curriculum learning for complex tasks

Learning to solve a complex task involves discovering new concepts and understanding how to use them. Here, we studied how these two aspects of learning should be sequenced to promote effective task acquisition. We designed video games in which different concepts (tools or ingredients) were used sequentially to complete the task (reach a goal or create a potion). During self-directed learning, participants chose to progress via a curriculum that graduated the complexity of concept discovery (number of concepts involved) rather than of concept implementation (number of steps to goal). However, those who chose to graduate the implementation complexity performed better. Three subsequent experiments that randomised participants into curriculum groups confirmed that adjusting the complexity of concept implementation (not discovery) is the more effective learning strategy. When acquiring complex tasks, learners should not attempt to discover new concepts prematurely, but instead focus on practicing those which they have already mastered.