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Rutgers University

Desirable Difficulties References

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Desirable difficulties in theory and practice

Bjork, E. L., & Bjork, R. A. (2011). Making Things Hard on Yourself, But in a Good Way:
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UCLA Bjork Learning and Forgetting Lab. (n.d.). Research. Applying Cognitive Psychology to Enhance Educational Practice. https://bjorklab.psych.ucla.edu/research/

Applying Cognitive Psychology to Enhance Educational Practice

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Leo Leppänen, Juho Leinonen, and Arto Hellas. 2016. Pauses and spacing in learning to program. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli Calling '16). Association for Computing Machinery, New York, NY, USA, 41–50. DOI:https://doi.org/10.1145/2999541.2999549

Pauses and spacing in learning to program

Rohrer, Doug, & Hartwig, Marissa K. (2020). Unanswered Questions about Spaced Interleaved Mathematics Practice. Journal of Applied Research in Memory and Cognition, 9(4), 433–438. https://doi.org/10.1016/j.jarmac.2020.06.008

Unanswered Questions about Spaced Interleaved Mathematics Practice

Finn, B. (2020). Exploring interactions between motivation and cognition to better shape self-regulated learning. Journal of Applied Research in Memory and Cognition, 9(4), 461-467

Exploring interactions between motivation and cognition to better shape self-regulated learning

Zhang, L., Li, B., Zhang, Q. & Hsiao, I.H. (2020). Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?. International Journal of Emerging Technologies in Learning (iJET), 15(18), 234-250. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved March 16, 2021 from https://www.learntechlib.org/p/217888/.

Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

Andrea Taylor, Mevagh Sanson, Ryan Burnell, Kimberley A. Wade & Maryanne Garry (2020) Disfluent difficulties are not desirable difficulties: the (lack of) effect of Sans Forgetica on memory, Memory, 28:7, 850-857

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