IDT 873 Abstract: Cognitive Task Analysis Jennifer Maddrell

van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the Load Off a Learner's
Mind: Instructional Design for Complex Learning. Educational Psychologist, 38(1), 5-
13.
Overview
Citing decades of prior cognitive load theory and research, van Merrienboer, Kirschner,
and Kester (2003) offer a theoretical framework and instruction design model for complex
learning. Noting a recent emphasis on authentic learning tasks (such as project and problem-
based learning approaches) to support complex learning, they consider the implications on
cognitive load and offer a model designed to manage both intrinsic and extraneous cognitive
load.
Theory
While the theories underlying the use of authentic learning tasks may vary, a common
assumption is that authentic tasks help learners to integrate the knowledge and skills necessary
for complex task performance (van Merrienboer et al., 2003). However, given the novice
learner’s weak problem-solving methods, they face high extraneous cognitive load when
confronted with authentic tasks. In addition, the complexity inherent in the authentic task
presents high intrinsic cognitive load. Therefore, based on cognitive load theory, engaging in
highly complex authentic learning tasks may strain the novice learner’s limited working memory
and subject the learner to excessive cognitive load.
Proposal
van Merrienboer et al. focus their attention on both the nature and the delivery timing of
the presented information. They suggest that supportive information (knowledge necessary for
problem solving and reasoning) is best presented before the learner engages in the learning task.
Such supportive task specific information is inherently complex and needed in order to know
how to approach the learning task. Presenting the supportive information first helps learners
construct schemas to be used as they begin task performance.
In contrast, van Merrienboer et al. suggest that procedural information (the how to
instructions for rule application) is best presented when needed during task performance. They
argue that such just-in-time presentation of procedural information reduces the potential for split-
attention effects that may occur when the learner attempts to integrate procedural information
learned previously with actions he or she is taking now.
Heuristics
From these suggested practices, van Merrienboer et al. offer an instructional design
model (the 4C / ID model) for complex learning that focuses on four components: 1) learning
tasks, 2) supportive information, 3) procedural information, and 4) part-task practice. The
heuristics for designers within the 4C / ID model is to sequence from simple versions of the
whole task beginning with a high level of support and ending with a complex version without
support. In addition, as discussed above, supportive information is to be presented in advance of
performance while procedural information required to perform the task is to be presented as the
task is being performed. Finally, to encourage automaticity, additional repetitive practice should
be incorporated for parts of the task.
Critique
The focus of the article is not an examination of the effects of authentic learning tasks on
learning, but rather the implications of incorporating such tasks on the learner’s cognitive load.
As such, the article offers a bridge across theory, research, and practice. A key strength of the
article is the authors’ focus on the reality of limited working memory and the high cognitive load
IDT 873 Abstract: Cognitive Task Analysis Jennifer Maddrell

imposed by authentic learning tasks. The 4C / ID model offers designers a way of incorporating
authentic tasks while at the same time better managing cognitive load.
However, as a theoretical article, it does not offer results from a study of the model in
practice. Do the heuristics within the 4C / ID model help to manage cognitive load? Further, do
authentic learning tasks designed within the framework of the 4C / ID model effectively and
efficiently support learning? These questions are left to future research.