Using desirable difficulty concepts to enhance durable learning in design education

S. Rutherford
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引用次数: 9

Abstract

Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.
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运用理想的难度概念,增强设计教育的持久学习
认知心理学家已经发现,在学习环境中引入可管理的挑战,罗伯特·比约克称之为“理想的困难”,可以帮助学生随着时间的推移更深刻地记住知识。在学习过程中处理小的、可行的障碍可以减缓学习者的学习速度,对记忆和应用有积极的影响。学习者在检索一个概念或技能的知识时付出的努力越多,这个检索过程就越丰富了学习。虽然在认知心理学领域有关于理想困难的既定文献,但该理论尚未应用于设计教育。设计的标志性教学法的特征自然包含了许多驱动学习记忆的理想难度的关键标记。本文总结了围绕理想难度概念的主要学术研究,并探讨了设计教学的应用,特别是围绕批评、设计过程和基于项目的学习的标志性教育学元素。
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
期刊最新文献
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