Germane processes moderate the effectiveness of complex desirable difficulty tasks

Abstract Although there is abundant empirical evidence that, separately applied, cognitive load theory and desirable difficulty theory enhance performance, little is known about how these theories can be successfully combined. To address this critical gap, the present study investigated the effects of complexity (constantly high vs. gradually increasing) and desirable difficulty (interleaved vs. blocked) on performance, metacognitive strategy use, and self- and task perception. In total, 132 learners participated in this 2 × 2 factorial intervention study. This study consisted of a main learning session and a posttest two days later. The posttest results showed that confronting learners with complex desirable difficulty tasks was effective in fostering performance. Furthermore, cognitive load was revealed as one of the major reasons for learners’ metacognitive engagement. We discuss the implications of these findings for research, theory, and practice and provide recommendations for future research.