Use disfluent fonts selectively in special learning environments with learners of sufficient working memory capacity¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends cautious, targeted use of disfluent fonts rather than blanket application. The authors state that "disfluent fonts can pay off in special learning environments, for example classes with highly talented students in the middle of a learning process of one special topic". They caution that teachers face practical problems: if disfluency only pays off with medium prior knowledge and sufficient WMC, teachers cannot quickly and cheaply identify which learners will profit, and only a possibly very small part of learners may benefit. Fonts are noted as a surface characteristic that is quite easy and cheap to manipulate.

Design Implications¶

Context¶

Requirements¶

• Learners with sufficient working memory capacity and medium prior knowledge
• A learning environment where the teacher can identify or select suitable learners

Constraints¶

• Teachers cannot easily identify in a quick and cheap way which learners will profit
• Illegible (not merely disfluent) texts should hinder learning
• The effect may be a novelty effect that disappears with repeated exposure

Target Learners¶

• Highly talented students in the middle of learning a specific topic

Target Learning Goals¶

• Deeper processing and better retention and comprehension of text-based material

Affordances¶

• Disfluency Metacognitive Regulation Theory

Related Strategies¶

Examples¶

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Key Sources¶

• Janina Lehmann, Christina Goussios, Tina Seufert. (2015). Working memory capacity and disfluency effect: an aptitude-treatment-interaction study. Metacognition Learning. https://doi.org/10.1007/s11409-015-9149-z