Desirable difficulty

Desirable difficulty is a term that was introduced by Robert Bjork in his 1994 study “Memory and metamemory considerations in the training of human beings” to refer to a theory of learning in which challenge is seen as the key to long-term learning. The foundational principle of this theory is that adding an aspect of challenge to learning activities will result in better long-term retention of information. In his 1994 study and in subsequent writings, Bjork draws a distinction between performance learning, such as cramming for a test and performing well in the short term, and true learning where the knowledge can be recalled and used in different contexts. Desirable difficulty incorporates strategies in which students are exposed to material repeatedly over the course of the class to improve recall, and thereby, retention. This may mean sacrificing short-term performance to achieve long-term results.