Friday, February 1, 2013

The Benefits of Making It Harder to Learn

JUNE 3, 2012   |   By: James M. Lang in Chronicle of Higher Education
In January 2011, a trio of researchers published the results of an experiment in which they demonstrated that students who read material in difficult, unfamiliar fonts learned it more deeply than students who read the same material in conventional, familiar fonts.
Strange as that may seem, the finding stems from a well-established principle in learning theory called cognitive disfluency, which has fascinating implications for our work as teachers.