Currently, the cognitive load imposed by tasks with different complexity during collaborative learning or pair learning has not been well studied. This study examined the effect of three types of tasks with different complexity on students’ cognitive load during pair learning. We randomly selected a total of 76 pupils to participate in a one-semester robotics course for the experiment. The results showed that the difference in students’ cognitive load imposed by pair learning and robotics tasks with different complexity was not significant. However, it is complicated to explain the results. From one side of the coin, pair learning may be a key factor. The more complex the task is, the more possible that an individuals would collaborate with partners to promote the equal allocation of intrinsic cognitive load. In contrast, the simple tasks would cause free-riding and thus impede the equal allocation of cognitive load. From another side, the essence of germane cognitive load might play an important role too, since students’ schemas were not sufficiently automated when they encountered the easy tasks at the early learning stage, but automated to some extent when they complete complex tasks during the later learning period. Implications for practitioners are also discussed in this study.

当前，在协作学习或配对学习过程中具有不同复杂性的任务所施加的认知负荷尚未得到很好的研究。这项研究研究了三种类型的复杂性不同的任务对学生在配对学习过程中认知负荷的影响。我们随机选择了76名学生参加该实验的一学期机器人课程。结果表明，由配对学习和复杂程度不同的机器人任务对学生的认知负荷差异不显着。但是，解释结果很复杂。从硬币的一面看，配对学习可能是一个关键因素。任务越复杂，个人与伴侣合作以促进内在认知负荷的均等分配的可能性就越大。相比之下，简单的任务会导致搭便车，从而阻碍认知负荷的平均分配。另一方面，德国认知能力的本质也可能起重要作用，因为当学生在早期学习阶段遇到简单的任务时，他们的图式并没有足够的自动化，而在以后的学习阶段中完成了复杂的任务时，它们的模式在一定程度上是自动化的。学习期。本研究还讨论了对从业者的影响。