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You should, I imagine, use them for particularly important information and assignments.īut, to ensure they remain disfluent, you should not have them be a regular part of your students’ reading experience. If you want to try disfluent fonts, therefore, I suggest you use them sparingly. It will be increasingly fluent the more they use it. However, over time, students will get used to the font. In other words: sans forgetica might start out optimally disfluent. Third: common sense suggests that disfluent fonts include an important flaw: the more students read a particular font, the more fluent that font will become. (The link above - like all news about sans forgetica - goes to a university press release.) So, this research hasn’t yet been vetted in the way that research usually gets vetted. Second: the Australian researchers haven’t published their findings. (As far as I know, no one has tested that hypothesis.) If the cognitive challenge is quite low, then a disfluent font might raise them to just the right level. If the cognitive challenges of a problem are already high, then a disfluent font might make them too hard. My own hypothesis, as I’ve written here, is that disfluent fonts help only in particular circumstances. According to this meta-analysis, the results average out to zero. Of course, we should look before we leap.įirst: later studies into disfluent fonts have led to decidedly mixed results.
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EXTENSIS FONTS SANS FORGETICA DOWNLOAD
If you’re keen to play with typefaces, you can download that font at the link above. In two different experiments, students remembered word pairs better when they studied them in sans forgetica, rather than a typically “fluent” font, or in other excessively “disfluent” fonts. They tried out several different strategies, including:Įven having parts of letters misalign with each other.īy testing different combinations of these potentially desirable difficulties, they came up with a winner - which they have deliciously dubbed “sans forgetica.” Researchers in Australia wanted to take this idea to the next level. They wanted to design an optimally difficult font. The result: students learned more when they read material in a hard-to-read (aka, “disfluent”) font. And then - being a thorough sort - he tested it for ten weeks in a nearby high school. If readers have to concentrate just a little bit more to make sense of what they’re reading, that extra measure of concentration will be a “desirable difficulty.” The result just might be more learning. Maybe we could increase desirable difficulty by using a difficult-to-read font. Many years ago, a Princeton undergraduate had an intriguing idea. (Of course, getting to “just the right amount” requires lots of teacherly thought, experience, and wisdom.) If we want to ensure our students learn material in lasting ways, we need to be sure they wrestle with the material just the right amount. For well over a decade, teachers have heard that we should strive for the right level of “desirable difficulty.”