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.
Original language | English |
---|---|
Article number | 106385 |
Number of pages | 10 |
Journal | Computers in Human Behavior |
Volume | 110 |
DOIs | |
Publication status | Published - Sept 2020 |
Keywords
- ANIMATIONS
- CHECKLISTS
- Cognitive load
- DESIGN
- Eye tracking
- INFORMATION
- INTERACTIVITY
- LEARNER CONTROL
- Medical education
- Medical simulation
- PERFORMANCE
- Pause effect
- SELF-REGULATION
- Serious game
- VIDEOS
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10.1016/j.chb.2020.106385Licence: CC BY
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Lee, J. Y., Donkers, J., Jarodzka, H. M., Sellenraad, G., & Van Merriënboer, 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, H.M. et al. / Different effects of pausing on cognitive load in a medical simulation game. In: Computers in Human Behavior. 2020 ; Vol. 110.
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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{\textquoteright} performance and learning it is important that we encourage them to utilize the different effects of pausing.",
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Lee, JY, Donkers, J, Jarodzka, HM, Sellenraad, G & Van Merriënboer, 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, H.M. 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, H.M.
AU - Sellenraad, Géraldine
AU - Van Merriënboer, Jeroen J.G.
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 - ANIMATIONS
KW - CHECKLISTS
KW - Cognitive load
KW - DESIGN
KW - Eye tracking
KW - INFORMATION
KW - INTERACTIVITY
KW - LEARNER CONTROL
KW - Medical education
KW - Medical simulation
KW - PERFORMANCE
KW - Pause effect
KW - SELF-REGULATION
KW - Serious game
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 HM, Sellenraad G, Van Merriënboer 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