Title Instruction Meets Experience: Using Theory- and Experience-Based Methods to Promote the Use of Desirable Difficulties SummaryThis study aimed to promote the self-regulated use of desirable difficulties – interleaved practice in particular – through theory-based instruction (i.e., refutations) and experience-based support (i.e., visual feedback prompts). 120 self-claimed university students were recruited from Prolific participant pool. The study was designed and conducted on Qualtrics. Participants received a combination of theory- and experience-based support and chose the strategy they wanted to use in the subsequent learning tasks. Data Description 1. Quantitative Data • Perceived effort ratings • Perceived learning ratings • Classification performance • Learning strategy choices • Membership to the intervention conditions • Reasons for using blocked or interleaved practice 2. Qualitative Data • Answers to prompt questions in Visual Feedback Prompts. 3. Codes • PE. Perceived Effort a. PE_B indicates blocking and PE_I indicates interleaving. b. Chronologically ordered • PL. Perceived Learning a. PE_B indicates blocking and PE_I indicates interleaving. b. Chronologically ordered • Str. Strategy choice a. Binary coded: 1 Blocking; 2 Interleaving. b. Chronologically ordered. • Classification performance a. Indicated by the names of the artists. b. Chronologically ordered.