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Learning Unveiled: Evidence-Based Insights and Myth-Busting

Writer's picture: Heather DeanHeather Dean

Did you know that multitasking is a myth? Or that the idea of "learning styles" doesn’t hold up under scientific scrutiny? As educators and learning designers, we often encounter these misconceptions, yet evidence tells a different story. This blog will define learning through evidence-based principles, debunk common myths, and emphasize the importance of applying research-backed teaching practices. Let’s explore how understanding learning through science transforms how we teach and learn.


As a learning designer passionate about creating impactful experiences, I aim to challenge misconceptions that hinder effective teaching practices. Misunderstanding what learning truly is—and isn't—can perpetuate ineffective strategies. By grounding our approaches in evidence-based theories, we can design learning environments that foster genuine understanding and mastery.

Learning Defined

Learning is a process, not a product, and it involves a lasting change in knowledge, beliefs, or behaviors (Shuell, 2013). It unfolds over time and results from active engagement by the learner. Think of a student learning to play a musical instrument—initially awkward and slow, but with consistent practice, their skills become natural and lasting. As Kirschner and van Merriënboer (2013) emphasize, learning is not something done to learners but something they must actively do themselves. For example, when learners create artifacts, such as presentations or essays, their mastery becomes visible. These principles remind us that learning involves more than just acquiring information; it’s about transforming and applying that information meaningfully.


 

Debunking Myths
Myth 1: Multitasking Enhances Productivity

Contrary to popular belief, multitasking doesn’t exist. Instead, what we call multitasking is fast task-switching, which reduces efficiency and increases cognitive load (Kirschner & van Merriënboer, 2013). The brain isn’t designed to process multiple complex tasks simultaneously, so when we switch between tasks, we waste valuable cognitive resources in the process of refocusing. This constant switching not only slows us down but also impairs the depth of our learning and retention. When learners split their attention—for instance, trying to listen to a lecture while texting or scrolling through social media—their ability to encode information into long-term memory diminishes. Research has shown that students who engage in such distractions during class not only perform worse on immediate tests but also struggle with a deeper conceptual understanding of the material. By focusing on a single task at a time, learners can fully engage with the content, leading to better outcomes both in the short and long term.

Myth 2: Learning Styles Drive Instruction

The idea that teaching should align with students' preferred learning styles—whether visual, auditory, or kinesthetic—is a widespread belief in education, but it is not supported by research. According to Kirschner and van Merriënboer (2013), while learners may have personal preferences for how they consume information, these preferences do not influence how effectively they learn. Cognitive architecture is universal, meaning that regardless of preference, we all process, store, and retrieve information in fundamentally similar ways. This misconception, however, has significant implications for teaching. Believing in learning styles can lead teachers to spend valuable time and resources designing lessons tailored to these supposed styles, yet such efforts do not improve learning outcomes. For example, a teacher might create separate materials for "visual" and "auditory" learners, believing this approach will enhance understanding, when in reality, the best instructional strategies involve universal principles such as multimodal learning and reducing extraneous cognitive load. What’s more, relying on learning styles risks oversimplifying the learning process and underestimating the role of foundational instructional design principles, like scaffolding and retrieval practice, which benefit all learners regardless of their preferences. By shifting focus away from learning styles and toward evidence-based methods, educators can use their time more effectively to support deeper and more meaningful learning experiences.

Myth #3: Digital Natives Are Tech Experts

As shown in the ‘Digital Natives’ infographic, individuals who grew up with technology are often seen as inherently skilled with digital tools. However, research shows that this assumption overlooks critical gaps in digital literacy skills (Kirschner & van Merriënboer, 2013). While younger generations may excel at navigating social media or playing video games, they often lack the critical skills needed to use technology effectively for academic or professional purposes. For example, simply having access to a computer does not guarantee that a student knows how to conduct effective research or evaluate credible sources online. This myth highlights the importance of teaching digital literacy explicitly, rather than assuming it is an innate skill.

 
Evidence-Based Teaching Practices

When it comes to fostering meaningful learning, applying research-backed methods isn’t just helpful—it’s essential. Lovett et al. (2023) outline practical strategies like retrieval practice, spaced repetition, and scaffolding that can make a real difference in how learners absorb and retain information. Take retrieval practice, for example. Asking learners to recall information regularly isn’t just about checking what they know—it actually strengthens memory. And spaced repetition? It’s like giving your brain just the right workout by revisiting material at the perfect intervals to lock it in for the long haul. Add scaffolding to the mix, where you break down big, complex tasks into smaller steps, and suddenly, daunting lessons become manageable.


But cognitive strategies aren’t the whole story. Sociocultural Theory reminds us that learning is social at its core. According to Scott and Palincsar (2012), the tools we use and the people we interact with shape how we learn. Think of a group project where students work together to solve a problem—those discussions and shared “aha” moments help them build knowledge together. Or try peer teaching, where learners explain concepts to each other. It’s not just about the content; it’s about co-constructing understanding through collaboration.


Social Cognitive Theory, on the other hand, shines a spotlight on the power of observation and modeling (Denler et al., 2010). Imagine a teacher demonstrating how to approach a tricky math problem step-by-step. Watching that process helps students see not just the “what” but the “how.” When learners try it themselves, supported by the teacher, they build confidence and skill.


By weaving together these strategies—retrieval practice, scaffolding, peer interaction, and modeling—we create a learning environment that’s not only effective but also engaging and inclusive. It’s all about finding that sweet spot where science meets practice, and learners thrive.


Understanding learning through evidence-based principles transforms teaching into a science-driven art. Debunking myths such as multitasking and learning styles frees us to adopt methods that truly work. As educators, we have a responsibility to align our practices with what research tells us about how humans learn. By doing so, we empower learners to achieve lasting mastery. Let’s move forward with curiosity and a commitment to the evidence. Let’s question assumptions, embrace evidence, and design learning experiences that truly work.

 

References:

  • Denler, H., Wolters, C., & Benzon, M. (2010). Social Cognitive Theory. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

  • Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395

  • Lovett, M. C., Bridges, M. W., DiPietro, M., Ambrose, S. A., & Norman, M. K. (2023). How learning works: 8 research-based principles for smart teaching (2nd ed.). John Wiley & Sons, Inc.

  • Scott, S., & Palincsar, A. (2012). Sociocultural theory. In Anderman, E. M. & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

  • Shuell, T. J. (2013). Theories of learning. In Anderman, E. M., & Anderman, L. H. (Eds.), Psychology of classroom learning: An encyclopedia. The Gale Group, Inc.

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