How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity

The objective of this experimental series is to gain a better understanding of the underlying mechanisms involved when students evaluate the complexity (as a facet of cognitive load) of different problem-solving tasks with varying levels of element interactivity within a task environment. The main assumption is that there is an anchoring effect, meaning that the first experience with complexity biases the subsequent experience.