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Direct linkSeufert, Tina; Wagner, Felix; Westphal, Julia – Instructional Science: An International Journal of the Learning Sciences, 2017
In some cases difficult-to-read learning materials lead to better performance than easy to-read materials. This phenomenon is called the disfluency effect and is attributed to a subjective feeling of task difficulty resulting in a deeper learning approach. In two studies (n[subscript 1] = 67, n[subscript 2] = 73) we investigated the impact of…
Descriptors: Instructional Materials, Readability, Difficulty Level, Cognitive Processes
