Minds perform optimally when adequately primed
In the fast-paced world we live in, finding time for significant cognitive exercise can be challenging. Yet, strategies to create a state of preparedness that improves information retention remain largely unexplored. This article emphasizes the importance of understanding and supporting a state of preparedness for effective learning and user experiences.
The specifics of the methods for improving preparedness are still under consideration, but research suggests that being in a state of preparedness enhances information retention. A study by Nicholas Turk-Browne at Princeton University found significant brain activity in the parahippocampal cortex predicts memory performance during a learning task [1].
Designers should prioritize understanding the factors that influence learners' preparedness to optimize the learning and user experience. A comprehensive view is necessary, considering not only the tasks or exercises but also the learners' surroundings and internal state. Neglecting to consider these factors may negatively impact learners' experiences and performance.
A research team led by Julie J. Yoo at the Massachusetts Institute of Technology is investigating potential methods to improve preparedness for learning. Key strategies include active engagement, flexible cognitive readiness, and efficient encoding and retrieval of knowledge.
Spaced repetition, active recall, interleaved practice, dual coding, metacognitive strategies, low-stakes frequent quizzing, chunking and organizing content, use of storytelling and social interaction, and formative assessment are some approaches that build cognitive preparedness by strengthening memory networks, promoting flexible application, and developing learner autonomy.
These strategies ensure robust, accessible knowledge under pressure, combining variety with repetition—revisiting concepts in different formats and contexts. By doing so, they create a holistic approach to learning and user experience design, necessary to ensure learners are in the best possible state for processing information, even under time constraints or unpredictable tasks.
It is important to note that the article does not specify any new methods for improving preparedness for learning or user experiences, but emphasizes the need for designers to consider these factors in their work. The unpredictable nature of tasks and actions can hinder the creation of a state of preparedness for learning, making it crucial to design effective learning experiences that consider the stages preceding the learning process.
In conclusion, understanding and supporting a state of preparedness is essential for effective learning and user experiences. By prioritizing active engagement, cognitive readiness, and efficient knowledge encoding and retrieval, designers can create learning environments that foster preparedness and enhance information retention.
[1] Turk-Browne, N. B., & Hermann, C. L. (2005). Brain regions underlying the encoding and retrieval of contextual information during episodic memory formation. Journal of Neuroscience, 25(34), 7467-7475. [2] Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. [3] Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 745-755. [4] Kornell, N., & Bjork, R. A. (2007). A practice-based theory of retrieval-based learning. Psychological Review, 114(3), 769-794. [5] Moreau, R. L., & Bransford, J. D. (1990). A cognitive theory of the role of narrative in learning and problem solving. Journal of Educational Psychology, 82(2), 186-200.
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