TY - JOUR
T1 - Dealing with Desirable Difficulties
T2 - Supporting Students to Accept, Reduce, or Silence Effort
AU - de Bruin, Anique B. H.
N1 - Funding Information:
This work was funded by the Dutch Research Council (NWO) [VIDI grant number: VI.Vidi.195.135], by the Jacobs Foundation, and by the European Association for Research on Learning and Instruction (EARLI).
Publisher Copyright:
© 2023, The Author(s).
PY - 2023/12
Y1 - 2023/12
N2 - In this writing, I summarize the insights from my keynote lecture at the annual 2023 IAMSE Meeting in Cancún, Mexico, titled “Effort is the new smart. Supporting students in the self-regulated use of desirable difficulties.” I explain how self-regulated learning is challenging for many students in higher education and even more so under learning conditions that create desirable difficulties: conditions that foster long-term learning and transfer of knowledge and skills, but that are generally more effortful to engage in. I describe how the intricate relation between perceived effort and perceived learning determines students’ use of desirable difficulties. Finally, I outline promising interventional approaches academic teachers can employ to support students to seek out and engage in desirable difficulties.
AB - In this writing, I summarize the insights from my keynote lecture at the annual 2023 IAMSE Meeting in Cancún, Mexico, titled “Effort is the new smart. Supporting students in the self-regulated use of desirable difficulties.” I explain how self-regulated learning is challenging for many students in higher education and even more so under learning conditions that create desirable difficulties: conditions that foster long-term learning and transfer of knowledge and skills, but that are generally more effortful to engage in. I describe how the intricate relation between perceived effort and perceived learning determines students’ use of desirable difficulties. Finally, I outline promising interventional approaches academic teachers can employ to support students to seek out and engage in desirable difficulties.
KW - Self-regulated learning
KW - Desirable difficulties
KW - Perceived effort
KW - Perceived learning
KW - Interventions
KW - STRATEGIES
U2 - 10.1007/s40670-023-01911-y
DO - 10.1007/s40670-023-01911-y
M3 - Article
SN - 2156-8650
VL - 33
SP - 5
EP - 9
JO - Medical Science Educator
JF - Medical Science Educator
IS - Suppl 1
ER -