Defining Desirable Difficulty

Perhaps it sounds counterintuitive - forgetting and making mistakes while learning actually makes learning last longer. Learning achieved through difficulty is stronger. The book Teaching with Desirable Difficulties begins with a couple of quotes:

“We often seek to eliminate difficulties in learning, to our own detriment.” 

- Jeff Bye (2011)

“According to the pain is the gain.”  

- Ben Hei Hei, Ethics of the Fathers, 5:21 (220 CE)

It is important to understand that - whether you are swayed by ancient wisdom or modern research - both experts agree that the right amount of difficulty can support successful learning, retention and transfer. 

Finding the right balance is key. Asking novices to work beyond their capabilities is quickly overwhelming, and frustrating learnings causes them to disengage and deregulate. But, learners come with a variety of levels of preparation for your courses, so it is important to keep in mind that - unless you ask - your assumptions about their level of understanding may be wrong. 

The man who coined the term "desirable difficulties" was Dr. Bjork, Psychologist from UCLA. Here's a discussion of the term with him:

 

Approaches to Desirable Difficulties

The research is clear that the following approaches work well to a) increase desirable difficulty, and b) create longer lasting retention of learning:

  1. Retrieval practice
  2. Spaced practice or review sessions
  3. Interleaving study
  4. Varying conditions of practice
  5. Providing intermittent rather than continuous feedback

The following book, Persellin and Daniels's A Concise Guide to Teaching with Desirable Difficulties is available for checkout from the TLC's collection (located in 1-1220, or through intercampus mail). 

Book cover for Desirable Difficulties

Additional Resources: 

Persellin, Diane Cummings, and Mary Blythe Daniels. A Concise Guide to Teaching with Desirable Difficulties. Sterling, VA: Stylus, 2018.

“Desirable Difficulties” Can Lead to Deeper Learning and Better Retention.” Tomorrow’s Teaching and Learning, https://tomprof.stanford.edu/posting/1419 Links to an external site.

“Weekly Digest #68: Desirable Difficulties.” The Learning Scientists. Jul 16. https://www.learningscientists.org/blog/2017/7/16/weekly-digest-68 Links to an external site.

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, J. R. Pomerantz (Eds.) & FABBS Foundation, Psychology and the real world: Essays illustrating fundamental contributions to society (p. 56–64).