[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"blog-article-efekt-bazhanoi-skladnosti-navchannia":3},{"uuid":4,"title":5,"subtitle":6,"content":7,"preview":502,"date_published":508,"date_pinned":508,"img":509,"alias":510,"is_published":511,"is_pinned":512,"type":13,"category":513,"category_name":514,"category_alias":515,"background_color":516,"preview_icon":13,"category_value":517,"external_link":13},"b0322d9b-cbb4-439a-81b9-ce18e05cfb7f","What Are Desirable Difficulties in Learning, and When Do They Help?","Why an easy course does not always lead to lasting learning. Explore retrieval practice, spaced repetition, interleaving, and manageable cognitive effort.",{"type":8,"content":9},"doc",[10,18,23,28,36,41,46,51,57,62,67,72,78,83,88,93,99,104,109,114,120,125,130,135,141,146,151,156,162,167,172,177,183,188,193,198,203,209,214,219,224,230,235,240,245,251,256,261,266,272,277,282,287,292,298,303,308,313,318,324,329,334,339,344,350,355,360,365,371,376,381,386,392,397,402,407,413,418,423,428,434],{"type":11,"attrs":12,"content":14},"paragraph",{"align":13},null,[15],{"text":16,"type":17},"The course can be very enjoyable and at the same time not very effective. Clear slides, short videos, simple questions after each topic create a feeling of constant success. The student goes through the material quickly, gets high marks and leaves positive feedback. But in a month he cannot remember the basic rule or apply it in a new situation.","text",{"type":11,"attrs":19,"content":20},{"align":13},[21],{"text":22,"type":17},"The paradox is that some clever complication can improve long-term learning. In the psychology of learning, this approach is often called desirable difficulties. It's not about making learning painful or confusing. The point is that exercises that require additional effort sometimes give a stronger delayed result than easy repetition of the familiar.",{"type":11,"attrs":24,"content":25},{"align":13},[26],{"text":27,"type":17},"The key word is “desirable.” Difficulty becomes harmful when it exceeds learners' preparation, serves no learning objective, or simply creates barriers. Course authors should find a level where students need to think but have enough support to make progress.",{"type":29,"attrs":30,"content":33},"heading",{"align":13,"level":31,"id":32},2,"heading_2_1",[34],{"text":35,"type":17},"Easy to do now doesn't mean easy to remember later",{"type":11,"attrs":37,"content":38},{"align":13},[39],{"text":40,"type":17},"In training, we often measure success by the speed at which a task is completed. If a person answers easily immediately after the example, it seems that the topic has been mastered. But the answer may rely on short-term memory, hints from the previous screen, or the familiar structure of the exercise.",{"type":11,"attrs":42,"content":43},{"align":13},[44],{"text":45,"type":17},"Try a simple experiment. Give one group five tasks of the same type in a row. The second is the same tasks, but interspersed with other already known types. The first group can get through the training faster because they don't have to choose a method every time. The second will spend more time, but will practice recognizing the approach. To find out which format helped better, you need to check the result later on new tasks, and not judge only by the speed of the lesson.",{"type":11,"attrs":47,"content":48},{"align":13},[49],{"text":50,"type":17},"This is an example of how the current smoothness of execution can be misleading. We value comfort, even though the goal of education is often the ability to function in a week or a month without prompting.",{"type":29,"attrs":52,"content":54},{"align":13,"level":31,"id":53},"heading_2_2",[55],{"text":56,"type":17},"Spaced Repetition: Return After You Have Begun to Forget",{"type":11,"attrs":58,"content":59},{"align":13},[60],{"text":61,"type":17},"If you repeat a term ten times in one minute, it will quickly become familiar. But it's not the same as remembering it the next day. Spaced repetition distributes encounters with the material over time, forcing you to return to it after pauses.",{"type":11,"attrs":63,"content":64},{"align":13},[65],{"text":66,"type":17},"It is not necessary to create a complex system for an online course. It is enough to ask short questions at the beginning of the next module, return to the key concept in a week and include it in the final practical case. It is important that the student first tries to remember the material, and only then sees the correct explanation.",{"type":11,"attrs":68,"content":69},{"align":13},[70],{"text":71,"type":17},"For example, in a finance course, the concept of cash flow can be repeated not as a definition, but through various life situations: purchase of equipment, payment of a subscription, delay in a client's payment. Thus, the pause is combined with the transfer of knowledge to another context.",{"type":29,"attrs":73,"content":75},{"align":13,"level":31,"id":74},"heading_2_3",[76],{"text":77,"type":17},"Retrieval practice: recall difficulty works differently than reading difficulty",{"type":11,"attrs":79,"content":80},{"align":13},[81],{"text":82,"type":17},"Rereading the synopsis seems productive because the material gets easier each time. Instead, trying to recall the main ideas on your own can be slower and cause doubt. It is this activity that often gives a more important signal about the real state of knowledge.",{"type":11,"attrs":84,"content":85},{"align":13},[86],{"text":87,"type":17},"After ten minutes of explanation, ask students to close all materials and write down a short answer: how the principle works, when it should be used, what is a common mistake. Then open the correct explanation and allow yourself to be corrected.",{"type":11,"attrs":89,"content":90},{"align":13},[91],{"text":92,"type":17},"Such an assignment does not necessarily have to be graded. Its purpose is not to rank people, but to make memory active. If the student can't remember anything at all, the teacher sees that support has been removed too soon and returns to a brief explanation.",{"type":29,"attrs":94,"content":96},{"align":13,"level":31,"id":95},"heading_2_4",[97],{"text":98,"type":17},"Interleaving: Teach Learners to Choose a Method, Not Just Follow It",{"type":11,"attrs":100,"content":101},{"align":13},[102],{"text":103,"type":17},"In many textbooks, exercises are arranged according to the principle of \"five problems for one method, then five for another\". This helps to form the basic technique. But real professional problems rarely come with a signature of which tool to use.",{"type":11,"attrs":105,"content":106},{"align":13},[107],{"text":108,"type":17},"Alternating different types of tasks - interleaving - forces you to determine what exactly needs to be done. For example, after learning several statistical methods, a student receives a set of questions without the name of the method and must explain the choice before calculating.",{"type":11,"attrs":110,"content":111},{"align":13},[112],{"text":113,"type":17},"This approach is appropriate only when one already has a basic understanding of each method. For an absolute beginner, a random mix of tasks can become chaos. Clear examples and a brief practice of each instrument are required first, followed by mixed practice.",{"type":29,"attrs":115,"content":117},{"align":13,"level":31,"id":116},"heading_2_5",[118],{"text":119,"type":17},"When difficulty ceases to be desirable",{"type":11,"attrs":121,"content":122},{"align":13},[123],{"text":124,"type":17},"There is a difference between good effort and bad organization. A difficult task that a student can solve with a little help can support learning. Videos with poor sound quality, a confusing interface or instructions without the necessary data only divert resources.",{"type":11,"attrs":126,"content":127},{"align":13},[128],{"text":129,"type":17},"To separate one from the other, ask: What kind of thinking is supposed to cause this complication? If the answer is \"the student must compare two methods,\" the difficulty makes sense. If - \"let him guess what the author meant\", this is a design problem.",{"type":11,"attrs":131,"content":132},{"align":13},[133],{"text":134,"type":17},"Task difficulty also depends on training. What is an interesting exercise for an experienced analyst can be overwhelming for a beginner. That's why it's good to have multiple levels of support and the ability to fall back to a simpler example.",{"type":29,"attrs":136,"content":138},{"align":13,"level":31,"id":137},"heading_2_6",[139],{"text":140,"type":17},"Case in point: A programming course that was taken too easy",{"type":11,"attrs":142,"content":143},{"align":13},[144],{"text":145,"type":17},"Imagine a Python course for beginners. After the lesson on loops, all exercises begin with the words \"use for\". Students quickly write the correct code and pass the test. In a week, they are given the task of automating the processing of a list of orders without prompting — and part of the group is lost.",{"type":11,"attrs":147,"content":148},{"align":13},[149],{"text":150,"type":17},"The problem may not be syntax, but that students haven't practiced choosing the structure. In the next version of the course, simple exercises on for and while are left at first, and then a mixed set is added, where you need to decide whether a loop, condition, function or combination is needed.",{"type":11,"attrs":152,"content":153},{"align":13},[154],{"text":155,"type":17},"A few days later, students receive a new assignment without a reminder. The result is compared not with the previous completion speed, but with the ability to independently formulate the algorithm. This is a hypothetical teaching example, not a report on the conducted experiment.",{"type":29,"attrs":157,"content":159},{"align":13,"level":31,"id":158},"heading_2_7",[160],{"text":161,"type":17},"Should the test be specifically made difficult",{"type":11,"attrs":163,"content":164},{"align":13},[165],{"text":166,"type":17},"No. The high difficulty of the test in itself is not a sign of the quality of education. If an assignment tests a rare exception instead of a key competency, it may unfairly lower the score and say nothing about the student's readiness.",{"type":11,"attrs":168,"content":169},{"align":13},[170],{"text":171,"type":17},"Useful difficulty should match the objective. If the future operator must act correctly in an atypical customer situation, it is worth training such situations. If the student is just getting acquainted with the term, he does not need a complex twenty-variable case.",{"type":11,"attrs":173,"content":174},{"align":13},[175],{"text":176,"type":17},"Do not confuse training difficulty with final assessment difficulty. During training, the student can encounter problems with hints, gradually increasing independence. On the exam, the assessment should transparently correspond to the declared result, and not set unexpected traps.",{"type":29,"attrs":178,"content":180},{"align":13,"level":31,"id":179},"heading_2_8",[181],{"text":182,"type":17},"A plan to use three techniques in one module",{"type":11,"attrs":184,"content":185},{"align":13},[186],{"text":187,"type":17},"Let's consider the topic \"working with customer complaints\". In the first lesson, the teacher shows a conversation model and gives simple practice. At the end, the participant independently reproduces the three main steps — this is retrieval practice.",{"type":11,"attrs":189,"content":190},{"align":13},[191],{"text":192,"type":17},"In the second class, along with claims, situations with information requests and product returns appear. The student must first choose the type of inquiry and the appropriate route — this is interleaving.",{"type":11,"attrs":194,"content":195},{"align":13},[196],{"text":197,"type":17},"After a week, the course returns to claims in a new case without a complete repetition of the algorithm. The student has to recall already familiar principles after a pause — this is spacing.",{"type":11,"attrs":199,"content":200},{"align":13},[201],{"text":202,"type":17},"Each technique solves its own task. They do not replace each other and should not turn the course into endless checks.",{"type":29,"attrs":204,"content":206},{"align":13,"level":31,"id":205},"heading_2_9",[207],{"text":208,"type":17},"Feedback should compensate for useful complexity",{"type":11,"attrs":210,"content":211},{"align":13},[212],{"text":213,"type":17},"As the task becomes more complex, the need for quality feedback increases. The student must understand which part of the solution he performed correctly, where he made a mistake, and which action should be tried next.",{"type":11,"attrs":215,"content":216},{"align":13},[217],{"text":218,"type":17},"For example, statistics should indicate that the choice of method was correct, but the assumption about the data was not tested. In writing - that the thesis is strong, but the evidence does not support the conclusion. In programming, the structure of the algorithm is correct, but the limiting case is omitted.",{"type":11,"attrs":220,"content":221},{"align":13},[222],{"text":223,"type":17},"This specificity allows you to keep the task complex but manageable. If the feedback is limited to a score, the student may not get the tool for the next attempt and start guessing.",{"type":29,"attrs":225,"content":227},{"align":13,"level":31,"id":226},"heading_2_10",[228],{"text":229,"type":17},"Repeat schedule without course overload",{"type":11,"attrs":231,"content":232},{"align":13},[233],{"text":234,"type":17},"There is no need to set a separate test after each paragraph. In a short module, one or two recall questions are enough, and during the next topic you can return to the key concept at the beginning of the lesson.",{"type":11,"attrs":236,"content":237},{"align":13},[238],{"text":239,"type":17},"A convenient pattern for a four-week course: a short review on the day of the first explanation, a review after a few days, mixed practice the following week and a final application at the end of the program. Specific intervals should be adapted to the material, its difficulty and available time.",{"type":11,"attrs":241,"content":242},{"align":13},[243],{"text":244,"type":17},"LMS platform WeStudy can be used to structure lessons and learning tasks; the technical implementation of reminders and other automations must be checked separately. The very principle of spaced repetition can be implemented even in a simple course, if the author consciously returns the student to what has already been learned.",{"type":29,"attrs":246,"content":248},{"align":13,"level":31,"id":247},"heading_2_11",[249],{"text":250,"type":17},"How to check that the new difficulty has helped",{"type":11,"attrs":252,"content":253},{"align":13},[254],{"text":255,"type":17},"Don't judge the reform only by student satisfaction and GPA immediately after the lesson. If tasks require more independent thinking, initial results may be lower, although delayed learning will improve.",{"type":11,"attrs":257,"content":258},{"align":13},[259],{"text":260,"type":17},"It is better to compare groups on the same delayed task after a certain time. Consider the difference in initial training and don't jump to conclusions from multiple people. For a small school, a pilot with high-quality observation is enough: exactly which tasks became available without prompting.",{"type":11,"attrs":262,"content":263},{"align":13},[264],{"text":265,"type":17},"It is especially important to check whether the difficulty has increased due to technical obstacles. If people spend time searching for a button or struggling with a sound, this is not a desirable learning difficulty, but a defect in the environment.",{"type":29,"attrs":267,"content":269},{"align":13,"level":31,"id":268},"heading_2_12",[270],{"text":271,"type":17},"How difficult it is depends on the experience of the student",{"type":11,"attrs":273,"content":274},{"align":13},[275],{"text":276,"type":17},"A task may be desirable to one person and nearly impossible to another. This is especially noticeable in mixed groups, where some of the participants already have professional experience, while others are getting to know the topic for the first time. If the teacher removes all the hints in the same way, beginners can spend energy on basic operations that experienced ones perform automatically.",{"type":11,"attrs":278,"content":279},{"align":13},[280],{"text":281,"type":17},"Try a short introductory diagnostic: one basic exercise, one on approach selection, and one on transfer. Depending on the result, offer different levels of support. A beginner gets a step-by-step example and hints. A trained participant immediately works with mixed tasks or a new context. The goal is the same in both cases, but the path is different.",{"type":11,"attrs":283,"content":284},{"align":13},[285],{"text":286,"type":17},"No need to create ten separate courses. Sometimes two modes of practice or an optional explanation that the student can discover after the first attempt are enough. The most important thing is that the difficulty increases with the competence and not remains the same from the first module to the last.",{"type":11,"attrs":288,"content":289},{"align":13},[290],{"text":291,"type":17},"If a strong student consistently answers instantly, give a method-choice problem. If the beginner cannot start even after the example, restore some support. Adaptability here is not necessarily a complex AI algorithm, but a careful pedagogical choice.",{"type":29,"attrs":293,"content":295},{"align":13,"level":31,"id":294},"heading_2_13",[296],{"text":297,"type":17},"Why should deferred validation be part of the design",{"type":11,"attrs":299,"content":300},{"align":13},[301],{"text":302,"type":17},"Most online courses show the final score immediately after completing the material. For administrative purposes, this is convenient, but does not demonstrate the long-term availability of knowledge. The student could use fresh clues, a familiar sequence, or short-term memory.",{"type":11,"attrs":304,"content":305},{"align":13},[306],{"text":307,"type":17},"Try two weeks later to send a small set of three case studies that repeat the key principle in a different form. Do not require a lot of time; ten minutes is enough. If a person cannot complete any task, it is not necessarily a failure of the student. Perhaps the course did not provide for a return to the topic and practice without supports.",{"type":11,"attrs":309,"content":310},{"align":13},[311],{"text":312,"type":17},"For B2B training, it is even more valuable to examine workplace activities. For example, a manager demonstrates how to ask clarifying questions and respond to objections after a negotiation training session a month later. This is how the company measures skill, not just the impression of a workshop.",{"type":11,"attrs":314,"content":315},{"align":13},[316],{"text":317,"type":17},"Be careful with interpretation: the delayed result also depends on how often the person used the knowledge between classes. An employee who practiced every day at work and a student without an opportunity to apply the material may have different results regardless of the initial quality of the lesson.",{"type":29,"attrs":319,"content":321},{"align":13,"level":31,"id":320},"heading_2_14",[322],{"text":323,"type":17},"Unnecessary Difficulty: Five signals for the course author",{"type":11,"attrs":325,"content":326},{"align":13},[327],{"text":328,"type":17},"The first signal is that the participants do not understand the instructions, although they have the item. This is a formulation problem, not a thinking exercise. The second task requires knowledge of terms that have not yet been explained and are not included in the prerequisites of the course. The third is that technical obstacles consume more time than the educational activity itself.",{"type":11,"attrs":330,"content":331},{"align":13},[332],{"text":333,"type":17},"The fourth signal - the error is not accompanied by feedback and the student is forced to guess what to correct. Fifth, the complexity increases only for the sake of more steps, but does not add new competence. For example, an excessively long condition text may hide a simple problem and test the ability to find the desired string, even though the course promises to teach statistical analysis.",{"type":11,"attrs":335,"content":336},{"align":13},[337],{"text":338,"type":17},"Have two or three students of varying backgrounds take a pilot lesson and comment aloud where they hesitate. If everyone is stuck on the same phrase, it may be enough to rewrite it. If participants are stuck on an approach, it may be just the desirable difficulty that should be left in with a quick tip.",{"type":11,"attrs":340,"content":341},{"align":13},[342],{"text":343,"type":17},"Don't judge difficulty quality by the number of complaints. Sometimes a useful exercise is liked less than an easy one, but this does not give the right to ignore the student's experience. Combine feedback with self-executed and deferred execution results.",{"type":29,"attrs":345,"content":347},{"align":13,"level":31,"id":346},"heading_2_15",[348],{"text":349,"type":17},"How to rewrite a module that is too easy without re-recording the video",{"type":11,"attrs":351,"content":352},{"align":13},[353],{"text":354,"type":17},"Suppose a course has already been published and is being viewed by hundreds of people. The videos are of good quality, but the final tests mainly check the recognition of the correct definition. Start not with a complete redesign, but with three changes.",{"type":11,"attrs":356,"content":357},{"align":13},[358],{"text":359,"type":17},"First, add one recall question from the previous topic before the explanation. Secondly, change part of the final tasks: instead of choosing a term, give a short case where you have to choose an approach and explain why. Third, review one key skill a week later in a new context.",{"type":11,"attrs":361,"content":362},{"align":13},[363],{"text":364,"type":17},"Such a pilot can show whether the problem really was that the practice was too easy. If the result does not improve, check the basic explanations, the starting level of the group and the feedback. Not every failed check requires a more difficult test; sometimes more precise training is needed.",{"type":29,"attrs":366,"content":368},{"align":13,"level":31,"id":367},"heading_2_16",[369],{"text":370,"type":17},"How to explain to students why a course sometimes gets harder",{"type":11,"attrs":372,"content":373},{"align":13},[374],{"text":375,"type":17},"Pedagogical logic should not be hidden. If, after a series of easy exercises, a student suddenly receives mixed problems, he may think that the course is poorly organized. Briefly explain: in the first stage, we learned how to perform an algorithm, and now we train choosing the correct algorithm without a prompt. In this way, a person understands the cause of the difficulty and perceives it less as an injustice.",{"type":11,"attrs":377,"content":378},{"align":13},[379],{"text":380,"type":17},"Two types of progress can be shown: the speed of performing uniform exercises and the ability to handle new situations. The first helps to assess the automation of a basic skill, the second - the flexibility of knowledge. Both are important, but they don't always improve at the same time.",{"type":11,"attrs":382,"content":383},{"align":13},[384],{"text":385,"type":17},"It is also useful to give the student the right to ask for a hint after an honest attempt. This does not destroy the desirable difficulty if he has already made an effort and the next task will allow him to check his mastery on his own. No need to turn training into an endurance competition; its goal is reliable competence. At the end of the module, ask the student to compare his first and last attempts: what now works without support, which solution takes more time, and which one skill should be repeated tomorrow. Such reflection helps to notice real progress even when the feeling of lightness has temporarily decreased. For the teacher, these notes can be a source of ideas, which exercises need better guidance, and which should be left difficult, so that students gradually learn to choose their own methods and check their own solutions.",{"type":29,"attrs":387,"content":389},{"align":13,"level":31,"id":388},"heading_2_17",[390],{"text":391,"type":17},"Don't confuse desirable difficulty with accessibility barriers",{"type":11,"attrs":393,"content":394},{"align":13},[395],{"text":396,"type":17},"Authors sometimes mistakenly believe that complex navigation, small text, or fast-paced videos make a course \"more serious.\" In reality, such obstacles do not train the desired professional skill. They can make learning difficult for people with different needs, even if the subject itself is accessible to them.",{"type":11,"attrs":398,"content":399},{"align":13},[400],{"text":401,"type":17},"It is worth separating the complexity of thinking from the complexity of access. A student can work on a difficult statistical case, but be able to enlarge the font, open the transcript, use the keyboard, and return to the condition without additional barriers. These possibilities do not make the task intellectually easier; they remove unnecessary difficulties.",{"type":11,"attrs":403,"content":404},{"align":13},[405],{"text":406,"type":17},"Test challenging exercises with people of different backgrounds and needs. Ask the question: Where exactly does the effort come from — in choosing a method or in finding the right button? Good practice leaves the former and tries to eliminate the latter.",{"type":29,"attrs":408,"content":410},{"align":13,"level":31,"id":409},"heading_2_18",[411],{"text":412,"type":17},"Conclusion",{"type":11,"attrs":414,"content":415},{"align":13},[416],{"text":417,"type":17}," Additionally, ask the student to indicate whether the difficulty was due to the concept itself, a lack of prior knowledge, or a technical obstacle. The answers will help the author of the course not to confuse a useful effort with a lack of instruction. After such an analysis, the form of support can be changed without simplifying the key educational task.",{"type":11,"attrs":419,"content":420},{"align":13},[421],{"text":422,"type":17},"A good course doesn't have to be as easy as possible every minute. Part of the effort—recalling, choosing a method, returning to the topic after a pause—can help knowledge stay accessible longer.",{"type":11,"attrs":424,"content":425},{"align":13},[426],{"text":427,"type":17},"But desirable difficulty does not equate to chaos, overload, or penalty for mistakes. The author needs to understand what action each exercise makes difficult, why the student has enough support, and how he will receive feedback. LMS platform WeStudy or other environment can support the route; the pedagogical decision about the difficulty remains with the author of the course.",{"type":29,"attrs":429,"content":431},{"align":13,"level":31,"id":430},"heading_2_19",[432],{"text":433,"type":17},"Sources",{"type":435,"attrs":436,"content":438},"ordered_list",{"order":437},1,[439,454,466,478,490],{"type":440,"content":441},"list_item",[442],{"type":11,"attrs":443,"content":444},{"align":13},[445,452],{"text":446,"type":17,"marks":447},"Bjork & Bjork — Making Things Hard on Yourself, But in a Good Way",[448],{"type":449,"attrs":450},"link",{"href":451,"title":13},"https:\u002F\u002Fbjorklab.psych.ucla.edu\u002Fpublications\u002F",{"text":453,"type":17},".",{"type":440,"content":455},[456],{"type":11,"attrs":457,"content":458},{"align":13},[459,465],{"text":460,"type":17,"marks":461},"Dunlosky et al. — Improving Students' Learning With Effective Learning Techniques",[462],{"type":449,"attrs":463},{"href":464,"title":13},"https:\u002F\u002Fdoi.org\u002F10.1177\u002F1529100612453266",{"text":453,"type":17},{"type":440,"content":467},[468],{"type":11,"attrs":469,"content":470},{"align":13},[471,477],{"text":472,"type":17,"marks":473},"The Learning Scientists — Spaced Practice",[474],{"type":449,"attrs":475},{"href":476,"title":13},"https:\u002F\u002Fwww.learningscientists.org\u002Fspaced-practice",{"text":453,"type":17},{"type":440,"content":479},[480],{"type":11,"attrs":481,"content":482},{"align":13},[483,489],{"text":484,"type":17,"marks":485},"The Learning Scientists — Interleaving",[486],{"type":449,"attrs":487},{"href":488,"title":13},"https:\u002F\u002Fwww.learningscientists.org\u002Finterleaving",{"text":453,"type":17},{"type":440,"content":491},[492],{"type":11,"attrs":493,"content":494},{"align":13},[495,501],{"text":496,"type":17,"marks":497},"Education Endowment Foundation — Metacognition and Self-Regulated Learning",[498],{"type":449,"attrs":499},{"href":500,"title":13},"https:\u002F\u002Feducationendowmentfoundation.org.uk\u002Feducation-evidence\u002Fguidance-reports\u002Fmetacognition",{"text":453,"type":17},{"type":8,"content":503},[504],{"type":11,"content":505},[506],{"text":507,"type":17},"Why a course that's too easy isn't always effective: desirable difficulty, spaced repetition, task rotation, recall practice, and smart load dosing.",1791963232,"https:\u002F\u002Fcloud.cs3.westudy.ua\u002Ffile?path=westudy_online%2Fpublic%2Fwestudy%2F14337485-3e97-4f2e-88b2-4243bdc3b98f.webp","efekt-bazhanoi-skladnosti-navchannia",true,false,"bc107b22-61bf-4831-a802-99f06349ed7a","Навчання","online-learning","light","news.articles"]