The challenge of teaching is consensually seen in balancing learning satisfaction, learning outcomes, and discriminatory power of examinations. However, it is yet to answer which level of task complexity is most beneficial in pursuit of this trifecta. In other words: How challenging should learning be?
This study closes the research gap against the background of cognitive dissonance. According to Festinger (1957), cognitive dissonance describes an emotional state of discomfort induced by contradictory information.
We examine how the induction of cognitive dissonance is associated with subsequent learning outcomes and perceptions.
Theory suggests that individuals attempt reducing cognitive dissonance either in dysfunctional manners as ignoring inconvenient aspects, or in functional ways by tolerating ambiguity, integrating perspectives, and forming new mental schemas. Consequently, we hypothesize that cognitive dissonance is positively associated with both objective and subjective learning outcomes. We further state that this effect will intensify with personal relevance, but diminish in the face of destructively high dissonance.
This study sheds light on psychological dynamics fostering successful learning. Practitioners are enabled to design adequately challenging tasks. Moreover, educators can apply suitable teaching styles and make the cycle of learning a fairer, more transparent, and more fun process for all.
A real field experiment is conducted in classrooms of the biggest German university, involving 102 subjects.
Analyses support proposed relationships. Furthermore, findings underline that the optimal level of cognitive dissonance depends on the complexity of the subject, suggesting to consider prerequisites of students as additional factor.

Authors:
Markus Becker, IU International University Duesseldorf, Germany

About the Presenter(s)
Professor Markus Becker is a University Professor/Principal Lecturer at IU International University Duesseldorf, Germany in Germany

See this presentation on the full schedule – Wednesday Schedule

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