["Applied Cognitive Psychology, Volume 40, Issue 4, July/August 2026. ", "\nABSTRACT\nResearch shows that aligning curriculum difficulty with learners' readiness improves performance and motivation, but instructors often misjudge item difficulty, causing frustration or boredom. This study developed a Difficulty Perception Classification System that lets students label practice items by perceived difficulty; the platform aggregates labels to organize study materials. A randomized classroom trial combined achievement tests with questionnaires measuring cognitive load and immersion. Results indicated that student‐driven difficulty tagging significantly enhanced immediate learning and 1‐month retention, while not increasing cognitive load; immersion also improved. By enabling learners to self‐assess and prioritize materials, the system supports adaptive, autonomy‐promoting study strategies that improve long‐term memory. These findings suggest practical value for integrating learner‐reported difficulty into online practice platforms to guide personalized review and formative instruction. Future work should test diverse courses, item types, and broader samples to confirm generalizability. Additional qualitative feedback corroborated students' perceived usefulness and ease of integration into study routines.\n"]