The purpose of this study was to investigate how collaboration load and learning outcome were affected by the experience of desirable difficulties and the way of designing the experience. We suggested that problematizing approach might be advantageous for learners who were required to conduct learning tasks in collaborative environment, although many studies indicated that scaffolding strategies were useful. 135 students in three classes were participated in this study and classes were assigned to each group with full script, simple script and delayed full script. The results revealed that there were significant differences in task load, process satisfaction and flow of collaboration load categories and no significant differences between individual learning outcomes. Based on the results, this study discussed the effects of desirable difficulties and implications for further study.