Neuroscience of Learning: What Science Tells Us About Creating Effective Learning Programs

This informal CPD article, ‘Neuroscience of Learning: What Science Tells Us About Creating Effective Learning Programs’, was provided by iAM Learning, who are transforming the way your workforce trains and retains, using high-end animation, lovable characters and captivating stories to make even the most serious subjects appealing and unforgettable.

Do you watch reality shows which show contestants cooking. But not just that, of course. You’re watching them learn and refine their skills in real time, with judges and mentors providing feedback.

When you see someone mastering a new skill like that, do you ever marvel at them and think: “Wow, amazing! I couldn’t do that”? It’s fascinating to consider what’s happening in their brains during this development.

Recent advances in neuroscience have given remarkable insights into how our brains process, store and recall information. And these discoveries are changing how L&D teams think about workplace learning. They offer practical ways to design training programmes that are more effective for your business.

A Learning Blueprint

Studies¹ show that brains constantly rewire themselves using a process called neuroplasticity. That’s your brain’s ability to form new neural connections throughout your life. If it didn’t do that, you wouldn’t be able to learn anything new. When we learn, our brain physically changes, forming new pathways between neurons. The more we practise, the stronger these pathways become.

Memory formation appears to happen in stages. Short-term memories are like Post-it notes, quickly jotted down and stuck to the brain’s hippocampus. Through a process called consolidation, these temporary memories can become long-term ones. Think of it like a secretary typing them up and filing them away correctly into various regions of the brain. It’s not an instant process – it seems that you need time, sleep, and other right conditions to make it work effectively. Getting your 8 hours per night is important for this reason.

So, What Are the Practical Applications For L&D Teams?

Understanding how these brain mechanisms work leads to better training design. Here’s what works:

• Spaced Learning. Breaking content into smaller chunks with regular breaks helps the brain to process information better. A study by the University of California² found that students who spread their study sessions across a longer period (days, rather than cramming) performed 50% better.
• Multi-Modal Delivery. Using different types of learning, like animation, sounds and interactive, hands-on activities helps activate different parts of the brain, making it easier to remember.³
• Active Recall. Getting learners to recall information through quizzes or discussions strengthens neural connections more effectively than just having them passively review the same information.
• Emotional Connection. The part of the brain responsible for processing emotions, the amygdala, is crucial when forming memories.⁴ Content that creates an emotional response, like learning through storytelling, is much more likely to be remembered.

Putting It All into Practice

Now you have insights into why it’s crucial to include a neuroscientific approach in your strategy, how can L&D teams put this into practice? Here are 5 basic ways:

1. Design programmes with built-in breaks every 25 minutes. Keep your training sessions focussed and as concise as possible to match learners’ natural attention spans.

2. Include regular checkpoint activities. These quick assessments can help cement learning in place, as well as identify knowledge gaps earlier.

3. Create multisensory learning experiences. Use a mixture of videos, discussions and interactivity to engage your learners and activate those different neural pathways.

4. Build-in ‘reflection’ time. Allow your people to process and consolidate new information through pauses and questions. Let them discuss what they’ve learned or allow them time to write down their thoughts so they can process the material in a meaningful way.

5. Use real-world scenarios. Research and connect abstract concepts in training to practical real-world applications to make learning more relevant and memorable.

Moving Forward

The connection between neuroscience and learning design seems to offer L&D professionals a great opportunity. By using scientific insights like you’ve read today, you can create learning experiences that align with how your learners’ brains naturally process information.

Making effective learning isn’t about cramming in more content. It’s creating something that uses the brain’s natural ways of learning and remembering. These studies suggest that if you design training that fits how learners’ brains work, the learning becomes more engaging, effective and lasting.

For L&D leaders, that could mean rethinking your traditional training methods. That might take time and resources, but the benefits are varied, like better learning outcomes and improved employee performance, which seem to make it worthwhile. Now, who fancies a cream cake?

We hope this article was helpful. For more information from iAM Learning, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.

References:

• ¹ Kleim & Jones (2008) Principles of experience-dependant neural plasticity, implications for rehabilitation after brain damage
• ² Taraban, R., Maki, W. S., & Rynearson, K. (1999). Measuring study time distributions: Implications for designing computer-based courses
• ³ Mayer (2009) Cognitive Theory of Multimedia Learning
• ⁴ Immordino-Yang & Damasio (2007) We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education