Moderated by Peter de Jong

Learning happens when there is friction. However, learners’ tendency is to move away from friction and choose “fluent”, yet ineffective learning conditions (e.g., preferring to reread a text when taking a practice test is more productive). How can we support our students to self-regulate their learning when friction is needed but fluency is appealing? In this talk, Dr. de Bruin will go into the self-regulation of ‘desirable difficulties’. Desirable difficulties are learning conditions that foster long-term learning, but typically require more effort and are therefore considered as ineffective and unattractive by students. By reviewing our fundamental and applied research in this area, Dr. de Bruin will outline why and how students struggle with desirable difficulties, how subjective experiences of effort and learning shape self-regulatory actions, and how interventions both mend misbeliefs about effective learning and increase engagement in desirable difficulties.