Rethinking learning: Why ‘desirable difficulty’ drives succes
Online learning became more widespread following the pandemic, but could its effectiveness be stymied due to the lack of a vital component?
A 2021 Gartner report titled “The Future of Work: Leading the Shift from In-Person to Virtual Training” revealed that 70% of businesses transitioned to online training as a cost-saving measure, reflecting a trend toward remote, scalable training solutions. Additionally, recent advancements have seen the deployment of AI to create personalised paths, while some organisations are investing in customised learning platforms.
At first glance, this focus on cost-savings and accessibility seems logical. With ever-increasing workload demands and time pressures, our front-line leaders require quick and easy access to learning tools. But what if the opposite were true? What if making learning a slower and more challenging process actually yielded greater benefits for the learner? In the pursuit of ease, could organisations be overlooking a crucial element of effective learning?
Introducing desirable difficulty
Complex challenges promote cognitive growth. Professors Elizabeth and Robert Bjork from UCLA introduced the concept of “desirable difficulty”, which suggests that learners engage more deeply with material when they encounter obstacles and challenges during the learning process. They argue that incorporating difficulties into the learning process fosters deeper cognitive engagement, enhances understanding and improves retention. The more complicated the challenge, the more vital desirable difficulty becomes.
This concept is further supported by Jeffrey D. Karpicke of Purdue University, who stated that attempting to solve complex problems before being taught the solution significantly improves both short-term and long-term retention. In contrast, passive learning methods, such as reading, result in notably lower retention rates, while relying primarily on watching videos for learning is even less effective.
Additionally, a study published in The Journal of Education Psychology, entitled “The Benefits of Engaging with Ill-Structured Problems for Cognitive Development”, found that learners who tackle challenging, ill-structured problems must develop problem-solving skills which enhance their overall cognitive abilities.
Fail-first learning at Threshold
Initial failure often leads to deeper and more sustained learning, a concept referred to as “productive failure”. A 2017 study published in Cognition found that errors and challenges encountered during learning can enhance retention, especially when learners receive feedback. Struggling with complex material before receiving guidance increases the likelihood of remembering the correct answers and grasping the underlying principles.
At Threshold, we have been placing greater emphasis on what could be termed “fail first” learning. Instead of starting with direct instruction, we present a problem for learners to tackle independently. For example, we might ask participants to observe a dramatised scenario or case study, where they engage in solving the presented problem. They coach and advise the characters before witnessing the impact of their suggestions on the situation. This experience is followed by a debriefing and deconstructing session. Here the learners receive feedback and guidance. Finally, they have the opportunity to work on their own real-world problem collaboratively, applying what they’ve learned in the process.
Realising the benefits in the real world
As we’ve seen, evidence suggests that learning tends to be deeper and more lasting when learners encounter failure during their initial attempts compared to when they succeed. But can online platforms effectively replicate this idea of “productive failure”?
While online learning has its advantages in today’s fast-paced business world, we believe that the true benefits of this “fail-first” approach can only be fully realised in classroom settings or through smaller-scale workshops. These environments, which involve smaller groups working collaboratively, foster a much more effective learning experience.
