Gamification: What does the research say?

Stephen J. Meyer

The appeal of gamification is clear, but does it actually work? That’s what Penn’s Wharton School recently investigated during a gamification conference with some of the field’s top researchers.

How to help struggling learners improve

How to help struggling learners improve

Stephen J. Meyer

When a learner is struggling to improve, what’s the best way to help? Research conducted by Harvard and Brown universities may have the answer.

Newly discovered brain network sheds light on learning process

Stephen J. Meyer

We’re written before about the importance of activating prior knowledge in training. To briefly sum up: If you can connect new information to what learners already know, they’ll be much more likely to understand it, see it as important and remember it. For years, researchers knew how important prior knowledge was to learning. But they…

retrieval-practice

A ‘crucial benefit’ of retrieval practice

Stephen J. Meyer

The primary benefit of retrieval practice is clear: When learners test their knowledge after a learning event, they revisit important information, strengthening it in their memories. But researchers recently highlighted a less-celebrated outcome of retrieval practice – one that can have a significant effect on learners’ performance. Thinking about thinking In a paper sponsored by…

Science of Learning

Report reveals ‘The Science of Learning’

Stephen J. Meyer

A recent report aims to summarize a body of educational research to reveal how we learn. Intended to provide practical advice to both learning professionals and learners, the document, entitled The Science of Learning, collects “the existing scientific consensus around basic cognitive principles.” Five questions The report, commissioned by an organization of university and college…

Study: The power of ‘successive learning’

Stephen J. Meyer

What happens when you combine two of the most powerful research-based learning techniques? Do you get a supercharged training experience? That’s what research into “successive learning” wants to find out.

How to keep learners engaged in e-learning

Stephen J. Meyer

Research shows that trainees report a high incidence of mind wandering and disengagement when watching e-learning modules. So how can e-learning creators and curators address this problem? A recent study suggests an unlikely solution.