As part of the same end-of-course survey, students were asked to rate the overall efficacy of their learning experience in the course on a scale from 0 to 10, with 0 meaning no learning/completely ineffective and 10 meaning maximally effective learning. All classes were approximately 2 hours long, and students were also asked to estimate how much time they spent studying outside class each day to the nearest half-hour. Students were asked to rate the amount of effort (or relative difficulty) and pleasure they experienced both participating in class as well as that studying outside class each day. Options for relative difficulty/effort experienced ranged from extremely hard, hard, neither hard nor easy, easy, to effortless; that for pleasure ranged from extremely pleasurable, pleasurable, neither pleasurable nor displeasurable, displeasurable, to extremely displeasurable. The relative effort and pleasure ratings were coded numerically from 1 to 5, with higher numbers corresponding to greater amounts of effort or pleasure. The in-class ratings were multiplied by the 2 hours spent in class each day, and the out-of-class ratings were multiplied by how much time students reported studying outside of class each day. The in-class and out-of-class ratings were summed to get a total daily score for effort and pleasure, which were then plotted against their overall rating for perceived learning.