Theory of Sustained Optimal Challenge in Teaching and Learning

Abstract

Yerkes-Dodson law suggests an optimal level of arousal for the best performance in learning tasks. Ideally, the instructors’ expectations should match the abilities and inabilities of students. This study proposes a theory that challenges students optimally and continually over the course of teaching and learning, with proofs using both theoretical and classroom examples. The theory of sustained optimal challenge facilitates student learning by achieving primarily three objectives: (1) continually adjusts the speed and content difficulty levels over the course of teaching and learning; (2) matches the instructors’ expectations with the students’ aptitudes (abilities and inabilities); and (3) finally, reduces the variation in student learning. The effect of central limit theorem, teaching and learning theories, learning outcomes, and student feedback supported the proposed theory in a wide range of disciplines, including, Statistics, Mechanics, Quality, and Ergonomics. Sustained optimal challenges were observed in most courses taught utilizing the proposed theory.