(MT) Before we jump into our topic, can you provide a synopsis again of Learning Science as a whole?
(JZ) Sure, this is mostly a summary statement, but I think it helps us understand the main elements. Learning science is a field made up of a variety of disciplines focusing on how people learn and develop. It draws on principles and theories from psychology, education, neuroscience, cognitive science, sociology, linguistics, behavioral studies, and consumer science to study the factors that contribute to effective learning and skill development.
(MT) How do instructional designers apply learning science as they design learning experiences and programs?
(JZ) Instructional designers aren’t experts in all of these fields but should have a good broad understanding of them. I like to think about the proverbial bookshelf full of reference books that an instructional designer can pull from when needed. Each book represents a different discipline of learning science although I suppose that analogy is pretty outdated. When an ID approaches a new project, they use their knowledge of the learning sciences and filter that through the grid of instructional design to create the best possible learning solution in that given situation.
(MT) Let’s introduce the learning science topic for this article. Today we’re discussing behavioral science.
(JZ) I think this one feels more comfortable to those of us in the learning and development field. Much of the focus in the training industry is about changing behavior. Honestly, for too long, that’s been the only focus. At Ingenuiti, we often ask: what facts do we want learners to understand? What behaviors need to be modified? And what attitudes need to change? But that three-prong approach is lacking in places. Typically what happens is there is a problem that must be solved, and the learning team is tasked with changing behavior to make sure that the effects of the problem are not seen again. Then everyone moves on to the next issue without ever determining the real cause of the problem and if behavior change was even needed. But, I’m getting off track. . . . certainly behavior change, upskilling, etc. is a large part of our mandate and so understanding the science behind that is very important.
(MT) Obviously, you have some strong opinions about this and I would echo them. But to start, can you unpack what behavioral science is?
(JZ) Behavioral science is the study of human behavior and its underlying processes, including thoughts, emotions, and actions. Which, of course, sounds a lot like other learning sciences like psychology and there certainly is some overlap. Behavioral science in particular seeks to explain why people behave the way they do, and how they can change their behavior to improve their lives and society as a whole.
Because this explanation sounds so similar to other learning sciences though, let me try to explain it a little more simply or at least relate it to what we already know about cognitive processes and learning science. Behavioral science plays an important role in understanding how we learn. It gives us insights into how people think, make decisions, and change their behaviors, which all affect the learning process.
By studying behavioral science, we can understand things like how our brains work, what motivates us to learn, how we pay attention, and how we remember things—all of which are really important in learning. And by digging into behavioral science, we can figure out the best ways to teach and help people learn. We can see how our environment and social interactions impact learning, and find out what methods work best for different people.
(MT) What are some learning strategies that make use of behavioral science?
(JZ) So this will be a little long but I’ve tried to hit just some of the key learning strategies that make use of behavioral science.
1. Positive reinforcement: Rewarding desired behaviors or correct responses can help reinforce learning and encourage the repetition of those behaviors. We see this all across organizations, and it certainly helps motivate learners to change behavior or perform better. The opposite, negative reinforcement, is also a strategy and I have seen it used, unfortunately.
Negative reinforcement can have negative psychological and emotional effects on employees if not used skillfully, so I don’t really recommend it but felt I should address it here. It can create a fear-based culture and lead to decreased morale and motivation. It’s important to use a balanced approach, using mainly positive reinforcement and constructive feedback to create a more supportive and encouraging learning environment.
2. Chunking: Breaking down information into smaller, manageable chunks that are more readily organized or grouped and can make it easier for learners to process and remember. This learning strategy can change behavior by helping individuals process and retain information more effectively. When learning is chunked, it can reduce cognitive load and make it easier for learners to grasp and retain new knowledge. It allows for better focus and attention on specific pieces of information, which can lead to improved memory retention and recall.
Chunking can also improve problem-solving and decision-making skills. By breaking down complex concepts or tasks into smaller, manageable chunks, learners can approach challenges with a more systematic and organized mindset, leading to more effective problem-solving and behavior change.
3. Spaced repetition: This strategy involves spacing out learning sessions over time to reinforce memory and retention, based on the psychological phenomenon known as the spacing effect. As a whole, I think our industry has gotten much better at this. Learning is never a one-time event although historically it felt like that. We’ve certainly gotten much better at spacing out learning with pre-learning or knowledge activation events which lead to various types of learning experiences that are often spaced 30-60-90 days out. The popularity of the word “nudge” in recent years speaks to the industry’s understanding of constant reinforcement and repetition.
4. Behavioral modeling: Modeling is the “go-to” strategy in certain industries. If you think about fast food, retail, or manufacturing, demonstrating skills as the learner watches is the most efficient way to train new employees. The model of “I, We, You” is used all the time. Demonstrating those desired behaviors or skills can be an effective way of teaching, as learners can observe and imitate the modeled behavior.
In recent years I’ve seen several important additions to this model. First, the idea that we can and should standardize how that modeling is happening. So learning teams are creating specific instructions for the manager or whomever is doing the modeling to ensure the learner has a consistent experience. Second, tying into the previous thought of spaced repetition, I’ve seen an increase in pre-learning prior to a learner coming into that behavioral modeling experience.
Recently I worked on a project where we designed elearning training for new fast food workers. They literally practiced making burgers and cooking fries virtually before setting foot in the restaurant. And of course, with the continued growth of VR, I think we’ll see more behavior modeling taking place virtually. Lastly, just in the past year, there has been an explosion of AI-based feedback. We’re already seeing a lot of this, and I think creating behavioral modeling situations where AI provides the feedback for improvement will only increase over the next few years.
(MT) These learning strategies were familiar to me but I don’t think I’d ever thought of them as grounded in behavioral science as a learning science, and maybe that’s a good way to end. I’d like to encourage our readers that so much of what is familiar to them in instructional design is actually grounded in learning science. It’s not as “scary” as they might think. Jerry, thanks again for sharing your thoughts and making this topic clear and understandable for us.
