Different effects of pausing on cognitive load in a medical simulation game (2024)

Lee, J. Y., Donkers, J., Jarodzka, H., Sellenraad, G., & van Merrienboer, J. J. G. (2020). Different effects of pausing on cognitive load in a medical simulation game. Computers in Human Behavior, 110, Article 106385. https://doi.org/10.1016/j.chb.2020.106385

Lee, Joy Yeonjoo ; Donkers, Jeroen ; Jarodzka, Halszka et al. / Different effects of pausing on cognitive load in a medical simulation game. In: Computers in Human Behavior. 2020 ; Vol. 110.

@article{db73baca4fbd47a9ab2050b87020cce8,

title = "Different effects of pausing on cognitive load in a medical simulation game",

abstract = "In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medicine. Medical students (N = 70) were randomly assigned to one of two conditions: simulation with (n = 40) and without (n = 30) the option to take pauses. All participants played the same two scenarios, during which game logs and eye-tracking data were recorded. Overall, both cognitive load and performance were higher in the condition with pauses than in the one without. The act of pausing, however, temporarily lowered cognitive load, especially during intense moments. Two different manifestations of the pause effect were identified: (1) by stimulating additional cognitive and meta-cognitive processes, pauses increased overall cognitive load; and (2) through relaxation, the act of pausing temporarily decreased heightened cognitive load. Consequently, our results suggest that in order to enhance students' performance and learning it is important that we encourage them to utilize the different effects of pausing.",

keywords = "Cognitive load, Medical education, Pause effect, Medical simulation, Serious game, Eye tracking, SELF-REGULATION, LEARNER CONTROL, DESIGN, ANIMATIONS, INTERACTIVITY, INFORMATION, PERFORMANCE, CHECKLISTS, VIDEOS",

author = "Lee, {Joy Yeonjoo} and Jeroen Donkers and Halszka Jarodzka and Geraldine Sellenraad and {van Merrienboer}, {Jeroen J. G.}",

note = "Funding Information: This work was supported by the Netherlands Organization for Scientific Research (NWO) [grant numbers 055.16.117 ]. Publisher Copyright: {\textcopyright} 2020 The Authors",

year = "2020",

month = sep,

doi = "10.1016/j.chb.2020.106385",

language = "English",

volume = "110",

journal = "Computers in Human Behavior",

issn = "0747-5632",

publisher = "Elsevier Science",

}

Lee, JY, Donkers, J, Jarodzka, H, Sellenraad, G & van Merrienboer, JJG 2020, 'Different effects of pausing on cognitive load in a medical simulation game', Computers in Human Behavior, vol. 110, 106385. https://doi.org/10.1016/j.chb.2020.106385

Different effects of pausing on cognitive load in a medical simulation game. / Lee, Joy Yeonjoo; Donkers, Jeroen; Jarodzka, Halszka et al.
In: Computers in Human Behavior, Vol. 110, 106385, 09.2020.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - Different effects of pausing on cognitive load in a medical simulation game

AU - Lee, Joy Yeonjoo

AU - Donkers, Jeroen

AU - Jarodzka, Halszka

AU - Sellenraad, Geraldine

AU - van Merrienboer, Jeroen J. G.

N1 - Funding Information:This work was supported by the Netherlands Organization for Scientific Research (NWO) [grant numbers 055.16.117 ].Publisher Copyright:© 2020 The Authors

PY - 2020/9

Y1 - 2020/9

N2 - In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medicine. Medical students (N = 70) were randomly assigned to one of two conditions: simulation with (n = 40) and without (n = 30) the option to take pauses. All participants played the same two scenarios, during which game logs and eye-tracking data were recorded. Overall, both cognitive load and performance were higher in the condition with pauses than in the one without. The act of pausing, however, temporarily lowered cognitive load, especially during intense moments. Two different manifestations of the pause effect were identified: (1) by stimulating additional cognitive and meta-cognitive processes, pauses increased overall cognitive load; and (2) through relaxation, the act of pausing temporarily decreased heightened cognitive load. Consequently, our results suggest that in order to enhance students' performance and learning it is important that we encourage them to utilize the different effects of pausing.

AB - In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medicine. Medical students (N = 70) were randomly assigned to one of two conditions: simulation with (n = 40) and without (n = 30) the option to take pauses. All participants played the same two scenarios, during which game logs and eye-tracking data were recorded. Overall, both cognitive load and performance were higher in the condition with pauses than in the one without. The act of pausing, however, temporarily lowered cognitive load, especially during intense moments. Two different manifestations of the pause effect were identified: (1) by stimulating additional cognitive and meta-cognitive processes, pauses increased overall cognitive load; and (2) through relaxation, the act of pausing temporarily decreased heightened cognitive load. Consequently, our results suggest that in order to enhance students' performance and learning it is important that we encourage them to utilize the different effects of pausing.

KW - Cognitive load

KW - Medical education

KW - Pause effect

KW - Medical simulation

KW - Serious game

KW - Eye tracking

KW - SELF-REGULATION

KW - LEARNER CONTROL

KW - DESIGN

KW - ANIMATIONS

KW - INTERACTIVITY

KW - INFORMATION

KW - PERFORMANCE

KW - CHECKLISTS

KW - VIDEOS

U2 - 10.1016/j.chb.2020.106385

DO - 10.1016/j.chb.2020.106385

M3 - Article

SN - 0747-5632

VL - 110

JO - Computers in Human Behavior

JF - Computers in Human Behavior

M1 - 106385

ER -

Lee JY, Donkers J, Jarodzka H, Sellenraad G, van Merrienboer JJG. Different effects of pausing on cognitive load in a medical simulation game. Computers in Human Behavior. 2020 Sept;110:106385. doi: 10.1016/j.chb.2020.106385