The more we learn something as easy, the more we think we are good at it. Often it is the opposite: real learning 'hurts'. In general, we know quite well what we do or do not know or can do. We use this knowledge to assess how useful it is to, for example, do certain sports exercises or read about something. It is a useful trait that makes us skilled in developing ourselves. However, sometimes we experience learning as easy, leading us to believe we understand or can remember something, while in reality, this is not the case. We unconsciously deceive ourselves: the fluency illusion. A well-known example of this is rereading text: because you recognize things when reading the text again, you feel like you are getting better at it. In reality, it is purely about recognition and contributes very little to remembering it. Rereading a text is one of the most chosen learning strategies by students, but it is therefore not very effective. Another example is the short-term repetition of facts (see cramming). By repeatedly stating facts, it seems to become easier and feels as if we have gotten better at it. In reality, this is not the case: the information is stored superficially and will relatively quickly disappear from memory.
Lang, J. (2016). Small Teaching: Everyday Lessons from the Science of Learning. New Jersey. Verenigde Staten: John Wiley & Sons Inc