Apart from individual differences, several theories enable us to explain this phenomenon: welcome to the fascinating world of memory<\/strong>!<\/p>\n\n\n\n In this article, you will discover concrete examples of three key theories connected with memory, and their implications for designing e-courses. <\/p>\n\n\n\n But first things first: what is memory? <\/strong><\/p>\n\n\n\n There are two types of memory: short-term and long-term.<\/p>\n\n\n\n Short-term memory <\/strong>(also known as working memory) is activated by sensory stimuli: when we see an image or someone reads out a telephone number to us for example. This memory has a limited capacity, which means that if the brain receives several new pieces of information in a short amount of time, the first pieces of information will be gradually replaced by the newest ones, and we will probably have forgotten them by the following day. For information to be stored in our brains permanently \u2013 what is known as long-term memory <\/strong>\u2013 we need to encounter it several times, in different contexts and\/or in different formats.<\/p>\n\n\n\n Now that we have made these clarifications, let\u2019s discover three theories about memory that are insightful for creating digital training content.<\/p>\n\n\n\n Before getting to grips with the theory, let\u2019s examine an illustrative example. Take the time to read these two perfume descriptions once over; they were produced to be used as in-house training for a new product range.\u00a0 Let\u2019s go on with the experiment.<\/strong> Now count backwards from 10 to 1. Then, without reading the above descriptions again, can you recall which essence goes with each fragrance?<\/p>\n\n\n\n You probably remembered more easily that Provenza possesses a floral essence, while you forgot the fruity essence of Occitania. And yet, the two product descriptions have exactly the same number of words, are written in the same font and follow the same structure. The difference is the flower illustration on the left! <\/p>\n\n\n\n This result comes as no surprise because the dual coding theory<\/strong> by Canadian professor, Allan Paivio, highlights that information sticks better when it is presented in several formats at the same time<\/strong> (text and visuals, for example). This principle is applied all around us: in illustrated fairytales, online advertising and film subtitles. <\/p>\n\n\n\n Applied to e-learning, dual coding was explored by Mayer for his generative theory of multimedia learning<\/strong>, which recommends using multimodality<\/strong> (e.g.: text, image and sound) to build training content that is easier to memorise. Caution should be exercised however: excessive use of media can be counterproductive, as we will see. <\/p>\n\n\n\n Have you ever attended a presentation in which a lot of information is given but leave with the feeling that you can only remember a tiny amount? Rest assured; this is totally normal. Our brains simply can\u2019t process everything (and remember it) at the same time.<\/p>\n\n\n\n Let\u2019s take another example to Illustrate this point. Take the time to observe two supports that might be proposed in the context of a mobile learning course on cybersecurity.<\/p>\n\n\n\n Which of the two supports do you think is the most conducive to learning? <\/p>\n\n\n\n At first glance, we notice that the card on the left is heavily loaded (bold font, italics, underlining, highlighting and lots of images more or less connected with the subject), which makes it hard for the brain to remember the information. This is what educational psychologist, John Sweller called cognitive overload<\/strong>: the sensory stimuli (visuals in this case) are too intense, and saturate the short-term memory, preventing the information from being coded into the long-term memory. Conversely, on the card to the right, we see how the fact of simplifying, fragmenting and structuring the information engenders easier memorisation.<\/p>\n\n\n\n When we create an online training pathway, it is therefore crucial to present the content in bitesize amounts that are easily digestible (microlearning<\/strong>) to avoid cognitive overload. Videos lasting one minute or less<\/strong>, quick quizzes <\/strong>and reflective pauses <\/strong>are recommended. Media \u2013 which, as we have seen, can aid memorisation \u2013 must not needlessly overburden the learning supports, as this may lead to cognitive overload.<\/p>\n\n\n\n Naturally, even if we simplify information, it cannot be remembered fully on first exposure. With this in mind, how can we stimulate long-term information retention? We will examine this next\u2026<\/p>\n\n\n\n As Alfred de Musset aptly put it, \u201cthe memory is a faculty that forgets.\u201d <\/p>\n\n\n\n Moreover, did you know that we forget approximately 70% of the information we learn within 24 hours of learning it? Indeed, to optimise its resources, our brain filters out whatever it considers non-essential. This echoes Ebbinghaus\u2019 forgetting curve<\/strong>. As illustrated in the graph below, information retention rapidly declines after learning if repeated revision does not occur. Spaced repetition <\/strong>\u2013 where you review information, adding increasing intervals of time between reviews <\/strong>\u2013 helps to combat this forgetting curve and consolidates the long-term memory.<\/p>\n\n\n\n In a digital training context, spaced repetition can be supported through notifications<\/strong> and automated reminders <\/strong>to complement a course. To revise content quickly, and in an entertaining manner, e-learning platforms can easily incorporate interactive quizzes, flashcards<\/strong> and self-assessments <\/strong>(e.g.: profiling activity, open question). Not only does this enable learners to track their progression, but it also consolidates their long-term memory. Testing yourself is a learning method in its own right!<\/strong><\/p>\n\n\n\n When the quantity of information to memorise is considerable, it can be useful to incorporate it and review it in several different lessons in order to gradually reinforce the key concepts (spiral learning<\/strong>).Although there is no magic formula, research shows that a concept must be presented several times for it to be definitively learned. As an example, researcher Paul Nation found that a new word in a foreign language needs to be presented between 10 and 16 times for it to be used autonomously in the long-term.<\/p>\n\n\n\n In light of the three theories described in this article, we would like to leave you with three golden rules<\/strong> for creating e-courses that leaners will store in their long-term memory:<\/p>\n\n\n\n Remember to review information regularly in order to remember it!<\/p>\n","protected":false},"excerpt":{"rendered":" In this article, you will discover concrete examples of three key theories connected with memory, and their implications for designing e-courses. <\/p>\n","protected":false},"author":69,"featured_media":42346,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[61],"tags":[],"class_list":["post-42365","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-trainers-advice"],"yoast_head":"\nThe dual-coding theory: two is better than one!<\/strong><\/h2>\n\n\n\n
its.\u00a0<\/p>\n\n\n\n![\"\"](\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2024\/10\/Picture-1-EN-1024x658.png\")
<\/figure>\n\n\n\nThe cognitive load theory: when too much information is counterproductive!<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2024\/10\/Picture-2-EN.png\")
<\/figure>\n\n\n\nThe forgetting curve: repeat before you forget!<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/www.teachonmars.com\/wp-content\/uploads\/2024\/10\/Picture-3-EN-1024x550.png\")
<\/figure>\n\n\n\nTo memorise<\/strong><\/h2>\n\n\n\n
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