International Journal For Multidisciplinary Research

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“The impact of Productive Friction on Learning, Engagement, and Decision-Making: A Quantitative Experimental Study”

Author(s) Ms. Bedotroyee Sen, Prof. Dr. Sonal Chand, Prof. Pinki Das, Prof. Dr. David Ratna Paul T
Country India
Abstract This experimental study examined how productive friction—low, moderate, and high levels of task difficulty shapes learning, engagement, and decision-making in an AI-supported environment. Grounded in cognitive load theory and the concept of desirable difficulties, the study tested 188 undergraduate participants (131 female, 57 male; ages 18–24) who were randomly assigned to one of three friction conditions and completed a multiple-choice knowledge task followed by a 5-point Likert-scale questionnaire measuring engagement, cognitive load, persistence, confidence, and perceived understanding. A one-way ANOVA found no statistically significant difference between the three friction groups, F(2, 185) = 0.869, p = .421. Descriptively, the High Friction group showed the highest mean performance (M = 5.00, SD = 1.56), followed by Low Friction (M = 4.82, SD = 1.36) and Moderate Friction (M = 4.65, SD = 1.55), and cognitive load remained comparable across conditions, suggesting that increased task difficulty did not produce overload. However, because the omnibus ANOVA was not significant, these between-group patterns should be interpreted as descriptive trends rather than confirmed effects. The findings are discussed in relation to the proposed Adaptive Productive Friction Model (APFM), and implications for future research that include the need for adequately powered samples and post-hoc comparisons are all outlined.
Keywords Productive friction; Learning performance; Cognitive load; Cognitive engagement; Cognitive effort; Cognitive processing; Learning outcomes; Student engagement; Persistence Learning experience; Perceived understanding; Confidence; Decision-making; Desirable difficulties; Productive failure; Cognitive load theory
Field Sociology > Education
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-08-12
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.85569
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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