How a font works to improve text memorization / ITech content

Fonts and information perception are significantly interconnected, especially in terms of aesthetics. We often notice how a particular font can enhance or diminish the perception of the information being conveyed. Font choice not only affects the readability of the text but also conveys emotional coloring, creating a certain mood. Cultural factors also play a significant role in this process, as different cultures can perceive the same fonts differently. The right choice of font can improve the perception of information and make it more memorable.

Non-fluency Theory

Scientists have been studying the speed of font processing by the eye and the brain for many years. Previously, it was believed that serif fonts contribute to a higher reading speed and information absorption. However, subsequent research has refuted this theory, showing that the factors influencing reading speed are far more complex and multifaceted. Optimal fonts for rapid text comprehension often have simple and clear forms, allowing the reader to focus on the content rather than the font itself. This finding has significant implications for text design and typography, particularly in the digital space, where legibility plays a key role. Non-fluency theory posits that reading a comfortable font requires little effort, leading to rapid forgetting of the material read. This concept emphasizes the importance of text typography for information comprehension. A comfortable font promotes ease of reading, but can also negatively impact memory retention, as the reader is not focused on the process, but only perceives the information on a superficial level. Therefore, when choosing a font for content, it is important to find a balance between ease of reading and the depth of information absorption. An alternative point of view is that difficult-to-read fonts can improve information retention. This is due to the fact that they slow down the speed of reading and activate processes of deeper understanding of the text. As a result, the reader has to read the material more carefully, which contributes to better assimilation of information.

Font set inspired by the work of Egor Letov Image: Ann Dokalina / Behance

The idea of non-fluent reading is harmoniously combined with The concept of "desirable difficulty," proposed by scholar Robert Bjork, emphasizes that certain challenges in the learning process can promote deeper learning. Reading non-fluency, in turn, suggests that students may encounter difficulties in comprehending text, which ultimately contributes to the development of critical thinking and improved analytical skills. Understanding this relationship can significantly improve the effectiveness of the educational process.

Desirable complexity represents a gradual increase in brain load associated with solving a variety of problems. This process activates your attention and promotes a deeper understanding of information. Engaging in such tasks helps develop mental abilities and improve cognitive skills. Constantly overcoming new challenges builds resilience to stress and stimulates creative thinking, which in turn positively impacts overall productivity and efficiency.

Björk's concept highlights an important thesis: for information to be better retained, it is necessary to increase the complexity of the material during the learning process. This approach promotes deeper knowledge absorption and the formation of long-term memory. Increasing the complexity of information can involve various methods, such as using challenging tasks, integrating new concepts, and creating associative links. This approach not only stimulates brain activity but also helps students develop critical thinking and analytical skills. Researchers, integrating diverse theories and concepts, concluded that the use of non-fluent and difficult-to-read fonts can be a key element of "desirable complexity" in education. These fonts have the potential to transform learning approaches by stimulating critical thinking and improving information comprehension. Incorporating such fonts into the learning process can promote a deeper understanding of materials and develop analytical skills in students.

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The campaign in support of the Comic Sans font is aimed at drawing attention to the problem of dyslexia. This font, often criticized for its simplicity, may actually make reading easier for people with dyslexia. Research shows that using Comic Sans helps improve text comprehension, making it more accessible for people who struggle with reading. Support for this initiative highlights the importance of font choice in educational settings and the desire to create a more inclusive society for all.

Sans Forgetica Font

Scientists from RMIT University in Melbourne have developed a unique font called Sans Forgetica, which they believe helps improve memory. This font features distinctive breaks in strokes and a reverse slant, making it visually striking. Research suggests that using Sans Forgetica can aid in memorization, as its unusual design requires more attention and concentration. The font's design is based on the concepts of "desirable complexity" and non-fluency theory, making it an interesting tool for students and professionals seeking to improve their cognitive abilities.

The font looks like this. According to the developers, it should be used as a text typeface in takeaways and notes. Image: RMIT Behavioural Business Lab / RMIT School of Design / Victorian Premier’s Design Award

Stephen Banham, a lecturer at the University of Melbourne, shared his comments on the Sans Forgetica font, which he helped create. This font was designed to improve information retention through its unique structure and visual features. Sans Forgetica combines design elements that make the text less familiar to the eye, which promotes better absorption of the material. Banham noted that the use of this font could be useful in educational institutions and when preparing teaching materials, as it helps students better retain information.

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We've changed traditional approaches to reading by introducing a reverse slant, which disrupts the usual direction of text perception. We've also introduced unfinished images of characters, which also promotes a new way of perceiving information. These changes are intended to generate interest and draw the reader's attention to new forms of interaction with the text.

Our brain actively analyzes various shapes, circles, diagonals, and other elements, creating a unique visual experience. It strives to quickly interpret and understand the presented objects, which influences information perception and emotional response.

Font graphics actually slow down the reading process, which promotes better memory activation. This phenomenon is due to the fact that a slower pace of information perception allows for a deeper understanding of what has been read. As a result, the reader is able to better remember key ideas and details, which significantly improves the quality of material assimilation.

A study conducted on a sample of 69 people aimed to determine whether the Sans Forgetica font improves information memorization. Participants in the experiment rated the effectiveness of the font in the memorization process, which provided valuable data on its impact on cognitive processes. The results of the study may be useful for educational institutions and psychology specialists seeking to improve the level of material assimilation.

During the experiment, subjects were presented with a short text in English, after which they were asked 15 open-ended questions aimed at testing the memorization of the material read. Study participants had different levels of English proficiency. The goal of the experiment was to analyze the ability to memorize information depending on the level of language proficiency.

Four experimental groups participated in the study, each of which used different fonts: Times New Roman, Arial, Comic Sans, and Sans Forgetica. Comic Sans and Sans Forgetica are categorized as non-fluent fonts, meaning they can make text more difficult to comprehend. Researchers hypothesized that using these fonts would improve information retention in study participants.

Sans Forgetica has not been shown to be effective in improving information retention. Research has not confirmed that using this font promotes better learning and memory of text. It is important to consider that font choice can influence information comprehension, but Sans Forgetica has not become a significant tool in this area.

Over time, a significant amount of data has been accumulated from experiments examining the impact of non-fluency on text comprehension and the effectiveness of Sans Forgetica. These studies provide a better understanding of how font features can influence information retention and content comprehension.

A meta-analysis based on 39 experiments involving 3,135 participants from 25 countries found no evidence for a positive effect of Sans Forgetica on information retention. These results call into question the effectiveness of using this font for educational and professional purposes, where memorization plays a key role. Research shows that font choice may not have a significant impact on the cognitive processes associated with memorization.

Commentary from an HSE expert

We discussed with the researcher the non-fluency theory, which is of interest in psychology and cognitive science. Is this theory effective in practice? Are there ways to improve information memorization using different fonts? Questions about the influence of fonts on cognitive processes are becoming increasingly relevant, and researchers are striving to find answers that will help optimize learning and memorization methods.

HSE UX LAB employee and Deputy Head of the Department of Psychology at the Higher School of Economics, with deep knowledge of user experience and psychology. Specializes in conducting research and developing solutions aimed at improving user interactions with products and services. Her work combines theoretical knowledge and practical experience, allowing her to effectively address challenges in UX design and psychology.

It's difficult to claim that lack of fluency cannot impact learning outcomes. More definitive conclusions require further research to understand how exactly lack of fluency can impact the learning process and its outcomes.

At this point, it's clear that if the effect exists, it's either insignificant or manifests itself only under rare and specific conditions. This raises the question: should scientists focus their efforts on finding these conditions, or is it better to accept that changing the font is unlikely to have a significant impact on memorization or learning? I'm leaning toward the latter.

The answer to the first question directly leads to the answer to the second. Given the numerous studies already conducted, it seems that further attempts to confirm the existence of the non-fluency effect are futile. There are many more effective and scientifically validated methods for improving learning, memorization, and effective reading. The desire to persistently prove the significance of the non-fluency effect seems dubious. Moreover, even assuming that this effect does not exist, science will not lose any of its achievements. Scientific theories remain intact because the evidence for this effect is quite flimsy.

I can't say for sure that it's completely ineffective, but the likelihood that it doesn't work is 99%.

Image: Skillbox Media

HSE UX LAB employee and Deputy Head of the Psychology Department at HSE University, a professional in the field of user experience and psychology. Drawing on extensive experience and deep knowledge, he is actively involved in the study of human-technology interaction, developing effective solutions for improving the user interface and increasing user satisfaction. In his work, he applies modern methods and approaches, which allows him to make a significant contribution to the development of UX design and psychology in the educational environment.

The need for additional research makes it difficult to claim that disfluency in communication does not affect learning outcomes. It is important to consider many factors that can change the dynamics of the learning process.

At the moment, it is clear that if any effect exists, it is either extremely insignificant or manifests itself only in rare and specific conditions. In this regard, the question arises: is it worth spending scientists' resources on searching for these conditions, or is it wiser to accept that simply changing the font is unlikely to improve memorization or learning? I am leaning towards the second option.

The answer to the second question follows from the first. I believe that after several more unsuccessful studies, we should stop trying. There are more effective and scientifically validated methods that help improve learning, memorization of information, and reading of texts. The desire to prove the importance of the disfluency effect seems strange. If we accept that this effect does not exist, science will lose nothing. No scientific theory will suffer, since the theoretical basis for this effect is quite unreliable.

It is safe to say that this method fails in 99% of cases.

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How a font works to improve text memorization / ITech content

Contents:

Non-fluency Theory

Sans Forgetica Font

Commentary from an HSE expert