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Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials.

Ouhao Chen1, Juan C Castro-Alonso2, Fred Paas3,4

  • 1National Institute of Education, Nanyang Technological University, Singapore, Singapore.

Frontiers in Psychology
|August 29, 2018
PubMed
Summary

Introducing desirable difficulties in learning aids long-term retention but may hinder short-term performance. Cognitive load theory explains when these learning challenges become counterproductive due to working memory overload.

Keywords:
cognitive load theorydesirable difficultieselement interactivityhuman cognitive architecturetesting and generation effects

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • The concept of desirable difficulties suggests that learning challenges can improve long-term retention at the cost of short-term performance.
  • Key types include testing, generation, and varied practice conditions.

Purpose of the Study:

  • To explore why desirable difficulty effects are not consistently observed in empirical literature.
  • To propose cognitive load theory as an explanation for contradictory findings.

Main Methods:

  • Review of empirical literature on desirable difficulties.
  • Application of cognitive load theory principles to explain variations in desirable difficulty effects.

Main Results:

  • Desirable difficulty effects are not always obtained.
  • Failures often occur when working memory is already strained by high element interactivity information.
  • Under high cognitive load, added difficulties can be detrimental rather than beneficial.

Conclusions:

  • Cognitive load theory provides a framework for understanding the conditions under which desirable difficulties are effective or ineffective.
  • The effectiveness of desirable difficulties is contingent on the learner's cognitive load, particularly concerning information complexity.