The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

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‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “In line with prior research, it was found that an intrinsic or autonomous motivation or studying from a sincere interest in the topic lowered the perception of workload (Deci & Ryan, 2004; Kyndt et al., 2011b).”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, methodology): “1999), engage more in deep approaches to learning (Kyndt et al. 2011), and have higher academic achievement (Hattie 2009).”
What constitutes the surface approach to learning in the light of new empirical evidence? (2018, background): “Extrinsic or low motivation to study is related to high scores in the surface approach (e.g. Kyndt et al. 2011a), as is low interest in the study field (e.g. Coertjens et al. 2016).”