I first encountered the term “desirable difficulties” in Marsha Lovett’s (2023) book  How Learning Works. I was intrigued by this seemingly contradictory statement about teaching and learning. Lovett spoke about how making learning challenging for students can be beneficial. Surely, I am not going to make learning too difficult especially in a way that is supposedly “desirable.” What does that even mean? How does that lend itself to the student instructor relationship I thought? It turns out that in the context of cognitive psychology, it all makes perfect sense.
Desirable difficulty is a phrase that was coined by Robert Bjork in the 90’s and simply put are challenges or obstacles in the learning process that while initially make learning more difficult, lead to better long-term retention and deeper understanding of content. When students are faced with complex problems, they are forced to engage more actively with the content, think critically, and develop problem – solving skills.
How difficult is difficult?
Lovett (2023) emphasizes the importance of finding the “sweet spot” between desirable and undesirable difficulties to create challenges that enhance learning without overwhelming students. Evidence shows that strategies like spaced practice and elaboration, while more difficult for the student, help instructors find balance. For instance, spacing out learning over time and revisiting previously learned information encourages students to have to retrieve information they may be on the verge of forgetting. Asking students to elaborate on their knowledge by explaining concepts in their own words or teaching one another are “desirably difficult” activities and well supported by years of evidence in cognitive psychology. In my experience with students, concept maps are another great way for students to demonstrate how they are making connections and provide a visual of their work. I have had students stand back after completion of a concept map and declare ” look at how much we know.”Â
Finding the “sweet spot” also helps to keep students motivated and engaged. If a task is too complex or makes no sense to the student, they may be hard pushed to find value in the activity which can lead to disengagement and demotivation. Motivation plays a crucial role in learning and is heavily influenced by the value students place on a task.
When students find value in the difficulty, motivation to engage with the task increases. For instance, when I have shared how concept mapping can help students make important connections, students have reported using this technique to study effectively on their own time.
Activating prior knowledge to engage and motivate students, a concept  I also learned from Lovett’s book can also help find the “sweet spot.” When instructors begin an activity by assessing what students already know on the topic, it offers several benefits. Firstly, it allows for correction or reinforcement of any inaccurate prior knowledge. Secondly, it is encouraging for students when they already know something on a topic – they seem to want more. Familiarity with content makes it easier to build upon because neuronal pathways are already activated making learning more engaging and valuable. In my class I activate prior knowledge through methods like brain dumps and think pair share. It’s as simple as that!
Once you understand what students know about a topic then you can scaffold the learning experience and level things up by making learning  “desirably difficult.” By doing an initial sweep of prior knowledge, you can determine the appropriate level of challenge and inform students that they will face more demanding tasks. Explain the purpose of these challenges and how they will aid in learning. A bit of lighthearted competition can be beneficial.
Embracing desirable difficulties not only enhances learning but also fosters a more engaging and motivating learning environment. When students are challenged and ready for it, they find it motivating, especially if they see the value in the task. While it may require a bit of patience and perseverance for you and for them, the long-term rewards are well worth the effort.
Contact: Rachel Goodliffe ( HHS Teaching and Learning consultant) to learn more.
Reference
- Lovett et al (2023). How Learning Works. 2nd ed. Jossey -Bass
