Lesson 5: Psychological Process of Learning
Introduction
Learning is far more than the acquisition of knowledge; it is a dynamic psychological process involving attention, memory, motivation, and behavior. Understanding how people learn allows instructional designers and eLearning developers to create effective, evidence-based experiences that align with how the brain processes information. This lesson explores four foundational learning theories: Behaviorism, Cognitivism, Social Learning Theory, and Information Processing Theory, and connects them to instructional design practice.
Learning Objectives
By the end of this lesson, learners will be able to:
- Explain key principles of major psychological learning theories.
- Identify how motivation, feedback, and practice influence learning outcomes.
- Apply psychological concepts to eLearning design strategies.
Behaviorism: Learning through Reinforcement
Behaviorism, led by scholars such as B.F. Skinner (1953), emphasizes observable behaviors shaped by environmental stimuli. Learning occurs through conditioning—either classical (Pavlovian) or operant (reinforcement and punishment).
Application in eLearning:
- Use of badges, progress bars, or feedback messages as positive reinforcement.
- Structured repetition or drills to reinforce correct behavior.
- Limited use of punitive feedback constructive guidance fosters persistence.
Behaviorism reminds us that consistent reinforcement strengthens learning pathways and motivates completion.
Cognitive Learning Theory: Active Mental Processing
Cognitive theorists, including Piaget (1972) and Bruner (1966), shifted attention from behavior to mental processes how learners organize, interpret, and store information. Learning is viewed as an active process of information construction.
Applications:
- Breaking content into manageable “chunks” to avoid cognitive overload.
- Using visuals and text strategically (aligning with Mayer’s Cognitive Theory of Multimedia Learning, 2014).
- Encouraging learners to connect new knowledge to prior experience through guided questioning or reflection.
Social Learning Theory: Learning through Observation
Albert Bandura (1977) proposed that people learn by observing others and modeling behaviors, especially when outcomes are reinforced. In digital environments, learners observe modeled skills through video demonstrations or simulations.
Applications:
- Incorporating role-playing videos or peer modeling.
- Using discussion forums for observation, imitation, and feedback.
- Providing opportunities to observe consequences of decisions through branching scenarios.
Social learning enhances motivation, empathy, and transfer of skills to real-world settings.
Information Processing Theory: The Mind as a System
Information processing theory compares the human brain to a computer system, emphasizing stages of attention, encoding, storage, and retrieval (Atkinson & Shiffrin, 1968). Effective learning design aligns with these processes.
Design Strategies:
- Attention: Start lessons with an engaging question or real-world scenario.
- Encoding: Use dual coding—combining visuals and narration—to strengthen memory formation.
- Storage and Retrieval: Reinforce learning with frequent low-stakes quizzes and opportunities for recall.
The Role of Motivation, Feedback, and Practice
Learners engage more deeply when they perceive relevance, autonomy, and competence.
- Motivation: Use gamification and clear purpose statements to sustain interest.
- Feedback: Provide timely, specific, and supportive responses.
- Practice: Incorporate repeated retrieval opportunities to strengthen long-term retention (Roediger & Karpicke, 2006).
Design Insight: The Signaling Principle (Clark & Mayer, 2016)
The signaling principle, one of Mayer’s multimedia principles, states that people learn more effectively when cues highlight essential information. For instance, using color, arrows, or bolded text draws attention to key ideas, reducing cognitive load. When applied thoughtfully, signaling supports both behavioral focus and cognitive processing
Exercises
Activity: Theories in Action
Purpose:
To connect psychological theories of learning with real-world instructional design practices and deepen understanding of how each theory influences teaching and learning strategies.
Instructions:
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Review the Four Theories:
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Behaviorism: Learning occurs through conditioning, reinforcement, and observable behavior changes.
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Cognitive Learning: Focuses on mental processes attention, memory, and problem-solving.
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Social Learning: Emphasizes observation, imitation, and modeling behavior after others.
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Information Processing: Describes learning as encoding, storing, and retrieving information (like a computer).
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Match Each Theory to Its Application:
Read the examples below and decide which learning theory best aligns with each instructional approach.
Scenarios:
A. An online course gives learners badges and certificates after completing each module to reinforce desired learning behaviors.
B. A teacher models a process for completing a task, then asks learners to try it themselves while observing peers.
C. Learners participate in an interactive case study that challenges them to analyze information, identify patterns, and solve problems.
D. A simulation-based lesson helps learners process information step-by-step moving from input to application while receiving feedback at each stage.
Activity: Applying Learning Theories
Scenario:
You are designing a short microlearning module for new employees on workplace safety.
- Choose one psychological learning theory (Behaviorism, Cognitivism, Social Learning, or Information Processing).
- Describe how you would apply its principles in your course design.
- Identify one multimedia principle that supports this approach.
Time: 15–20 minutes | Format: Small group collaboration or individual reflection
Conclusion
Learning is a dynamic process that involves the acquisition of knowledge, skills, attitudes, and behaviors. Various factors, such as thoughts, feelings, and the environment, influence this process. Psychological theories offer insights into how learning occurs, and the psychological stages of learning provide a framework for understanding the complexities of the process. Motivation, emotions, feedback, and practice are all important factors that impact outcomes. eLearning Developers can use this knowledge to create effective strategies, engaging experiences, and support the learner’s development.
Reflection
- Which learning theory best reflects your own experiences as a learner, and how might it influence the way you design or evaluate eLearning experiences?
References
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89–195.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bruner, J. (1966). Toward a theory of instruction. Harvard University Press.
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.
Piaget, J. (1972). The psychology of the child. Basic Books.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Skinner, B. F. (1953). Science and human behavior. Macmillan.
