Design Learning for the Way People Think PDF

Chapter 1 Design Learning for the Way People Think We are very influenced by completely automatic things that we have no control over, and we don’t know we’re doing it. —Da...

Chapter 1 Design Learning for the Way People Think We are very influenced by completely automatic things that we have no control over, and we don’t know we’re doing it. —Daniel Kahneman psychologist, economist, and author of Thinking, Fast and Slow Imagine two trainers, Jen and Juan, each leading a remote training course on effective sales techniques for LuxeKitchens, a high-end kitchen design company. Jen, who has a background in marketing, designs her program to engage the learners’ fast, intuitive, and automatic thinking processes at every turn. She begins with the gripping story of a struggling salesperson’s journey to success. She creates an emotional hook that illustrates the real-world impact of the strategies she’ll share during the training. Her slides feature striking before-and-after visuals of contrast and progress that elicit a visceral, immediate response in the audience. Throughout the session, Jen puts herself in her audience’s shoes, constantly linking abstract concepts to their everyday challenges and goals. Participants actively practice techniques in interactive, realistic simulations, and afterward, Jen provides targeted feedback and encouragement. She uses other techniques, including visually impactful slides that trigger recognition of key concepts and brief quizzes that reinforce automatic recall of essential tasks. Juan takes a more traditional approach to crafting his version of the training experience. He only uses text-heavy slides to work through definitions and models methodically, with few examples or stories to provide context and illustrate abstract concepts around customer centricity and data analysis. Juan’s exercises lack opportunities to actively build practical skills. His delivery relies heavily on logical analysis and deliberate reasoning, and he rarely tries to connect with learners’ emotions or motivations. 1  As you might expect, these two approaches yield dramatically different results. Jen’s participants rate their training experience highly, with most saying they feel confident applying the techniques they’ve learned on the job. Their sales metrics support these instinctive assessments, showing sustained increases in their sales. Juan’s learners don’t rate their experience highly, report lackluster engagement, struggle to remember key points, and see little, if any, improvement in sales after the training. In designing her course, Jen drew on her education and experience in marketing, especially the application of insights from cognitive psychology about the way people process information. Juan relied on an approach dominated by a lecture-style presentation that didn’t engage learners’ attention, emotions, or imagination. Using what she knew about the human need for novelty, narratives, and deeper social and emotional connections, Jen succeeded in capturing her learners’ attention, engaging all dimensions of their thinking, and driving their actions going forward. In this chapter, we’ll explore how understanding a little more about how our audience thinks can help us design more impactful learning experiences. Intuitive Plus Deliberative Thinking Research in cognitive psychology and behavioral economics, led by luminaries like Nobel laureate Daniel Kahneman, revolutionized our understanding of how people think—how they process information and make decisions. The dual process theory of the mind, developed gradually from the 1960s to the 1990s, was a central tenet of this research (Kahneman 2011). Kahneman and others popularized the theory in the 2000s, suggesting that we all have two distinct modes of thinking: A fast, automatic, and intuitive mode, or System 1 thinking 2  A slower, more deliberate mode, or System 2 thinking Many researchers today emphasize the interconnectedness and interaction of intuitive and deliberative thinking, rather than viewing them as rigidly separate processes. They argue that thinking is highly complex, with multiple cognitive processes occurring simultaneously and influencing each other. We believe that more effective learning and behavior change involves the activation of both “fast” (intuitive) and “slow” (deliberative) thinking. Taking the evolving research into account, we still find it useful to discuss two approaches to processing information and making decisions. Although some aspects of Kahneman’s cited studies have sparked academic discussions, his work remains highly influential in marketing and behavioral economics because it has proven so useful. For example, Udo Kannengiesser and John Gero have applied the “two systems” approach in their studies of information systems and design science, as in Figure 1-1 below. In this book, we’ll refer to intuitive thinking and deliberative thinking with the understanding that both ways of thinking operate simultaneously, and both can lead to rational or irrational conclusions. Figure 1-1. Characteristics of Intuitive and Deliberative Thinking 3  Credit: Adapted from ’ Udo Kannengiesser and John S Gero, “Design Thinking, Fast and Slow: A Framework for Kahneman’s Dual-System Theory in Design,” in Design Science (April 2019), p 4. [Note to CE/PE: We might make a few small adjustments to this table , fix credit, and put it in a file with others.] Kahneman describes intuitive (System 1) thinking, which marketers often aim to exploit, as an always-on kind of mental radar that rapidly processes environmental cues. He suggests that it evolved to keep our ancestors alive in dangerous environments by enabling.lightning-fast decisions. These rapid judgments rely on emotion, instinct, and mental shortcuts called 4 heuristics, bypassing the slower process of deliberative reasoning. This intuitive system operates in parallel with our more analytical thought processes (Gilovich et al 2002). While we no longer encounter saber-toothed tigers or other lethal predators regularly, our intuitive thinking—the rapid, automatic cognitive process—remains perpetually active in our daily lives. We still continually scan for signs of social threats and opportunities, primed to make snap judgments and react instantaneously. This explains the outsized impact of first impressions: our rapid, intuitive thinking swiftly forms lasting assessments. System 1 prioritizes emotionally charged and seemingly urgent information, which is why we tend to respond more strongly to vivid, emotive experiences than to dry, statistical data. Think of your brain as an incredibly advanced computer system that is always running multiple programs simultaneously. Deliberative (System 2) thinking is a slower program that can weigh trade-offs and consider decisions from multiple angles. The deliberate program is vital for complex problem-solving and planning but is always in communication with other programs running at the same time, including the intuitive, rapid-response thinking marketers and educators try to engage (Stanovich and West 2000). Deliberative and intuitive thinking are partners in a never-ending dance, with our intuitive thinking often leading because it reacts in less time than it takes to blink. Deliberative thinking jumps in when more deeply thoughtful reasoning is needed, still collaborating with intuitive thinking. Effective learning design orchestrates a delicate balance between intuitive and deliberative thinking. It captures immediate attention through emotional resonance and relevance, while simultaneously satisfying the need for structured, substantive content. The goal is to avoid both overly sensational approaches that feel manipulative and dry, academic 5 presentations that fail to engage. The ideal learning experience harmonizes these elements and ensures that information is both intuitively appealing and intellectually satisfying, leading to potentially more effective and lasting learning outcomes. 6 Ways to Engage Intuitive Thinking for Learning Marketing researchers have identified a small set of meta-biases that may underlie many of our cognitive biases, the systematic mental shortcuts we take in decision-making. In The Persuasion Code, neuromarketing experts Christophe Morin and Patrick Renvoise distill these meta-biases into six stimuli, or ways to engage intuitive thinking (Morin and Renvoise 2018). When information aligns with these stimuli, learners are likelier to engage with and remember it. For example, learning content that evokes strong emotions or provides immediate solutions to urgent problems tends to be more effective because it resonates strongly with our instincts. Let’s now consider the six ways to engage a learner’s intuitive thinking like a marketer might and some specific tactics for applying them in learning design. When adopting any of these methods, ensure that you plan ways to modify them in order to connect with neurodivergent learners and those with sensory or mobility disabilities. You’ll find suggested resources on accessibility at the end of the book. 1. Make it personal. We all crave personal relevance, tuning out generic information and perking up when content feels directly applicable to me, here, and now. As learning designers, our job is to create experiences that feel tailor-made for each learner’s needs, goals, and context. 6  Consider our two trainers again, Jen and Juan. Jen frames her content around how it will benefit learners directly. She uses relatable examples and case studies to show how the skills she’s teaching will help them build stronger work relationships, advance their careers, and reduce daily stress. Juan, meanwhile, delivers content only in broad, theoretical terms without connecting it to his learners’ personal situations. Guess whose training is more engaging and effective? Research backs up the power of personalization. Studies have shown that personalized content can result in longer attention spans, improved memory retention, and greater willingness to engage with information (Tam and Ho 2006, Kalyanaraman and Sundar 2006, Walkington and Bernacki 2020). We must put ourselves firmly in our learners’ shoes to reap these benefits. What are their pain points and aspirations? How can our content help them achieve their goals? One powerful tool, which we’ll dive into in the next chapter, is the learner persona. Learner personas help us understand our learners’ needs and guide the creation of content that connects with them more deeply. You can also try a quick litmus test: Scan your materials and tally how often you use the word we vs. you. If the word we dominates your presentations, your learners may check out because it’s not about them. Reframing the way you present content to center on the learners can make it feel more immediate and relevant. The bottom line is that we want our training to stick, we must make it personal. By appealing to learners’ core needs and goals and making that personal relevance crystal clear, we engage intuitive thinking and pave the way for real behavior change. In the battle for attention and retention, personalization is our not-so-secret weapon. 7 2. Make it contrastable. Our brains are wired to notice differences and to quickly spot something that stands out from the surrounding environment. Learning content packed with vivid contrasts jolts learners to attention because they associate contrast with importance. If something stands out, it must be worthy of attention (Heath and Heath 2007). This has significant implications for learning design. By incorporating contrasts into our content and delivery, we can keep learners alert and focused. Try some of these techniques: Introduce surprising twists or juxtapose different outcomes in your storytelling. For example, start with a story of a dramatic failure caused by poor communication, then contrast it with an example of how effective communication saved the day in a similar situation. Highlight key differences between concepts, historical periods, or case studies. Comparing and contrasting helps learners understand similarities and differences, aiding critical thinking and retention. Create visual contrast in your slides and materials, using bold colors, striking images, and varied layouts to draw the eye and maintain interest. Alternate between different types of content, including stories, facts, discussions, and practical exercises. Variety keeps learners engaged. Design “before and after” scenarios that demonstrate the impact of learning. Show the painful consequences of not having a skill, then contrast that example with the positive outcomes of mastering the skill. 8  Returning to our two trainers: If we had joined Jen’s program, we would have seen that it is full of contrasts. She starts with a dramatic story of an initial communication failure and a later success, uses visually striking slides, and skillfully mixes different teaching methods. Her approach combines short, focused talks with team activities where learners solve real-world problems together. Her learners are alert and engaged throughout. Juan’s workshop, on the other hand, lacks contrast. He presents a long series of similar text-heavy slides, rarely varies his tone or delivery, and provides few opportunities for interaction. His learners quickly tune out. As L&D professionals, we must embrace contrast to capture and keep learners’ attention. By creating learning experiences full of variety, surprise, and visual interest, we can drive deeper engagement and retention. 3. Make it tangible. In addition to responding to contrasts, we tend to hunger for the concrete—anything we can see, touch, smell, hear, or feel. Consider two scenarios: 1. Jen is leading a workshop on active listening. “Imagine communication as a game of tennis,” she says. “Before you can hit the ball back, you first have to let it land fully in your court. That’s active listening at work, fully receiving your partner’s message before formulating your response.”By using this visual analogy, Jen gives learners a tangible framework for understanding an abstract skill. 2. Juan packs his presentation on good communication with dense jargon about “multimodal discourse competencies.” He lists concepts without grounding them in real-world examples. His audience is unable to find a way to connect. 9  The difference between the two learning experiences is that one focuses on grounding abstract concepts in concrete examples, analogies, and sensory language. Concrete examples tend to reduce extraneous mental “noise” during learning, freeing up energy for deeper engagement (Sweller 1994). When we can see, hear, and feel an idea, it is more likely to stick. One way you can make learning more tangible is by simplifying your content. Break down complex topics into their core elements and strip away academic and other specialized jargon. Relate abstract ideas to familiar objects and situations, like Jen’s tennis analogy. Analogies facilitate learning by mapping relationships between familiar and novel concepts (Gentner et al 2003). Use sensory language to paint vivid mental pictures, describing concepts in terms of sights, sounds, and textures. Sensory language can evoke mental simulations that aid comprehension (Zwaan 2016). By giving learners some sort of handle with which to grasp our learning content, we prime them to engage and retain the ideas and information. For learning designers, this can transform experiences from mind-numbing to memorable. And speaking of memorable … 4. Make it memorable. Memorable learning experiences depend on the information we’re sharing and the way we deliver that information. Learning must be novel, emotionally evocative, and vividly imagined if we’re going to create a lasting impact. As we’ve already noted, we are more likely to encode and retain information that stands out from the ordinary and sparks an emotional response (Heath and Heath 2007). This is because our brains constantly filter the barrage of stimuli they receive, prioritizing the things that seem most important for survival or success. What are the key factors that influence how memorable your learning experiences will be? 10  Repetition. Just as it takes multiple exposures to learn a new language or master woodworking, it takes repeated encounters with information for it to stick in long-term memory. The more frequently learners engage with a concept, especially over spaced intervals, the more deeply embedded it becomes. Emotion. Experiences that evoke strong feelings, whether positive or negative, leave a more vivid imprint on the mind. When we’re emotionally invested, we pay closer attention and process information more deeply. That’s why storytelling, humor, and suspense are such powerful tools for memorable learning. Primacy and recency. We tend to remember best what comes first and last in a sequence, with the middle being more of a blur. This means the opening and closing moments of a learning experience have outsized importance for retention. Let’s examine an example to see these principles in action. Jen designs her learning experiences around hands-on activities that allow learners to experience concepts viscerally. She uses a card-sorting game that simulates information overload and a tense role-play negotiation. These emotionally charged exercises burn lessons into participants’ memories. Jen bookends each session with a powerful story and a clear recap of core takeaways, leveraging the primacy and recency effects. By designing to make ideas memorable, Jen not only engages her learners in the moment, but also ensures they will recall and apply the lessons long after the workshop ends. 5. Make it visual. Imagine you’re a veteran sales associate at LuxeKitchens, the company mentioned in the opening of this chapter. You and your colleagues are called into a workshop on new sales strategies. 11 You’re not sure why your team has been required to attend. Sales seem a little sluggish, but nothing to worry about. The facilitator clicks to a new slide. Before you can process the words at the bottom of the screen, you see the logo of your primary competitor and a graph with a large red upward arrow, tracking the competitor’s stunning growth in sales revenue over the past six months. You get a sick feeling in the pit of your stomach and direct your full attention to the facilitator. That’s the power of great visuals. They grab our attention in a way that text simply cannot. And don’t forget those with visual challenges. Designing for accessibility enhances learning for everyone. When designing visuals and other learning content, consider diverse needs by incorporating descriptive text, captions, and multiple formats to ensure more learners can fully engage with the material. The human brain is remarkably adept at processing visual information. A significant portion of the brain is dedicated to visual processing, enabling rapid and efficient interpretation of images. In other words, we’re wired to prioritize visual input. This has huge implications for learning design. Too often, we rely on text-heavy slides and wordy lectures to convey vital information. However, as Dr. John Medina notes in his book Brain Rules, and a wide array of evidence demonstrates, people usually remember just a fraction of information delivered orally, but understanding and retention skyrocket if relevant images are added (Medina 2014). Why such a dramatic difference? It again comes down to how we process information. Reading text engages both the auditory cortex, the part of the brain that processes sound, and the visual cortex, the part that processes images, as our inner voice silently pronounces the words we 12 are reading. But images (without text) hit the visual cortex first, allowing for fast and efficient processing. We can extract meaning from a picture in as little as 14 milliseconds, compared to 140 milliseconds for a single word (Ware 2010). Materials that blend traditional text and striking visuals enhance learning by engaging both verbal and visual processing. Consider this example: If I asked you to count the number of windows in your kitchen, you’d probably visualize the room and “see” the answer quickly. That’s your rapid visual processing in action. Now think about a compelling advertisement you saw recently. Do you remember the words on the screen or the narrator’s voice? Or are you seeing and imagining the feel of leather seats in a sleek black car, the pop of bright red lipstick, or the taste of a cheesy slice of pizza? The most effective ads rely heavily on striking visuals as well as words to convey their messages and evoke emotional and sensory responses. It’s a cliché because it’s true: A picture is worth a thousand words. As learning designers, how can we harness the power of visuals? Jen is leading your workshop on effective sales strategies—the one that started with the scary graph of competitors’ upward trending sales. To drive home the importance of preparation, she displays a ticking 24-hour countdown clock on the screen. “What would you do if you only had 24 hours to prepare for a make-or-break sales pitch?” she asks. As participants brainstorm, Jen captures their ideas in a colorful, striking mind map next to the clock. The map helps focus everyone’s attention and cement the essential steps in formulating a pitch. 13  Jen taps into our minds’ natural processing preferences by putting visuals, in the form of a colorful, evolving mind map, at the center of her learning design. The images grab attention and help participants grasp and retain the core concepts more effectively. 6. Make it emotional. “We are not thinking machines that feel. We are feeling machines that think.” In this quote, widely attributed to Antonio Damasio, an eminent neuroscientist at the University of Southern California, we find a fundamental truth: Our emotions are not peripheral to cognition; they are central to that process. Emotions play a crucial role in memory formation, motivation, and decision-making (Phelps 2006). They are the intuitive thinking’s signal that something matters, driving attention and action. Yet, too often in designing learning experiences, we focus solely on conveying information, neglecting the emotional dimension of learning. We assume learners will engage with and apply the knowledge we present if the facts are organized clearly and logically. This approach ignores the constant interplay between intuitive and deliberative thinking. As Damasio suggests, deliberative thinking isn’t alone in swaying our decision-making. Emotions are the fuel that powers behavior. They shape what we pay attention to, what we remember, and what we do. This has profound implications for us as learning designers. We must engage learners emotionally to create experiences that truly resonate and inspire change. Let’s revisit Jen one more time. Jen is now leading a new workshop on conflict resolution. Rather than diving straight into a list of techniques, she structures the session as an emotional arc. She begins by evoking the tension and frustration of an unresolved conflict, the despair of stalled projects and frayed 14 relationships. As she introduces new tools and techniques for resolving conflicts, she builds a sense of hope and possibility for the learners. They practice their new skills in role-plays, experiencing the triumph of successful resolution. Throughout the workshop, Jen shares vivid stories and interactive exercises to make the emotional stakes feel real and relevant. By designing for emotional resonance, Jen motivates learners while also informing them. She creates an experience that speaks to their core challenges and aspirations, priming them to internalize and apply the learning. A Toolkit for Engaging Learners Let’s now put our understanding of intuitive and deliberative thinking into practice. Try one, several, or all of the following tools and techniques, which try to combine elements of intuitive and deliberative thinking in a way both Jen and Juan would appreciate. Story-based learning: From case studies to simulations to role-plays, stories are a powerful way to make learning personal, emotional, and memorable. They activate natural empathy and pattern-seeking circuits in our minds, allowing us to step into someone else’s shoes and vicariously experience the consequences of different choices (Andrews et al 2009). Stories can introduce concepts, illustrate their application, or reinforce key takeaways. Stories can be told through various media, including text, audio, video, and interactive scenarios. The key is to make the stories relatable, emotionally compelling, and connected to learning objectives (Reamy 2002). Consult Experts to Adapt Techniques for Maximum Accessibility 15  Keep in mind that some neurodivergent learners may react differently to storytelling, role-plays, experiential learning, and other techniques that lean into emotion and empathy. For example, learners with social anxiety may reject more experiential and social approaches, and those on the autism spectrum may find it harder to parse the nuances of your stories. Consider including more literal explanations along with analogies and metaphors if those are helpful to your learners. Any of these techniques are malleable and adaptable to the variety of audiences you’ll meet in your trainings. It’s always best to consults experts in accessibility when trying new techniques—and that applies to any of the approaches we mention here. [Note to CE/PE: ’not sure if this above paragraph ought to be called out in a text box or not—and exactly where it should go. What do you think?] Scenario-based learning: Realistic scenarios, whether presented as branching e-learning modules or live group challenges, immerse learners in authentic contexts and force them to grapple with the messy complexities of real-world decision-making (Clark 2013). By providing a safe space to experiment, fail, and reflect, they build the kind of flexible expertise that transfers to actual performance. Microlearning: Short, focused bursts of content, delivered at the point of need, cater to our preference for the immediate and applicable but can demand both intuitive and more deliberative ways of thinking (Kapp and Defelice 2019). Microlearning modules or performance-support tools that provide just-in-time guidance and feedback can help learners apply new skills when it matters most, in the heat of the moment, when the stakes are high, and we are overwhelmed. Visual design: From graphic organizers to data visualizations to animated explainers, visuals can make complex information more accessible, engaging, and memorable (Malamed 2015). When designed with intention and restraint, they not only capture attention but also clarify key concepts and connections. The best visual aids don’t decorate your content, they integrate with and elevate it. 16  Emotional design: Small touches like warm color palettes, reader-friendly fonts, and encouraging language can make a big difference in how learners feel about a learning experience (Um et al 2012). More elaborate techniques like gamification, humor, and surprise can inject moments of delight and discovery that keep learners motivated and engaged. The goal is not to manipulate emotions but to create an authentic sense of connection and care. Analogies and metaphors: Analogies and metaphors help learners grasp unfamiliar ideas by relating them to familiar experiences. By linking abstract concepts to concrete images and sensations, we offer learners a new handle to grab onto. Effective analogies are vivid, memorable, and emotionally resonant (Bulgren et al 2007). Social learning: Humans are intensely social creatures, wired to learn by watching and mimicking others. Social learning leverages this natural inclination by providing opportunities for learners to observe, collaborate with, and learn from peers and experts (Bandura 1977). From discussion forums to group projects to mentoring relationships, social learning taps into our need for belonging and validation and also can allow for slower, more deliberative thinking during conversations. Experiential learning: Learning by doing is perhaps the most powerful way to engage intuitive thinking. Experiential learning activities, such as simulations, role-plays, and real-world projects, allow learners to apply new skills in authentic contexts and learn from direct experience (Kolb 1984). By engaging both mind and body, they create the kind of rich, multisensory memories that are easy to retrieve and apply. Consult Experts to Adapt Techniques for Maximum Accessibility 17  Keep in mind that some neurodivergent learners may react differently to storytelling, role-plays, experiential learning, and other techniques that lean into emotion and empathy. For example, learners with social anxiety may reject more experiential and social approaches, and those on the autism spectrum may find it harder to parse the nuances of your stories. Consider including more literal explanations along with analogies and metaphors if those are helpful to your learners. Any of these techniques are malleable and adaptable to the variety of audiences you’ll meet in your trainings. It’s always best to consults experts in accessibility when trying new techniques—and that applies to any of the approaches we mention here. [Note to CE/PE: ’not sure if this above paragraph ought to be called out in a text box or not—and exactly where it should go. What do you think?] Intuitive Thinking and Instructional Design At this point, some learning designers might be skeptical of our emphasis on instinct, emotion, and experience. What about the tried-and-true principles of instructional design? What about the need for clear objectives, structured content, and rigorous evaluation? We believe that an approach to learning design that pays attention to intuitive thinking doesn’t replace traditional design foundations; it builds upon those foundations. We are not abandoning instructional design best practices; we are infusing them with a deeper understanding of how people learn and become inspired to act on their newfound knowledge. Consider your go-to instructional design model. Whether you swear by the time-tested ADDIE framework, prefer the agility of SAM (Successive Approximation Model), or use another approach, the intuitive thinking techniques we’ve explored can elevate every phase of your design process. This doesn’t replace your existing model; it enhances that model. By infusing intuitive thinking principles into each stage, from initial analysis to final evaluation, we can create learning experiences that are not just effective, but truly engaging. It’s about marrying the 18 structured approach of traditional models with the power of intuition, resulting in a flexible methodology that adapts to diverse learning contexts and design philosophies. Imagine ADDIE, but with an emotional intelligence upgrade. Or SAM, but with an intuitive edge that makes each iteration more impactful. That’s the transformative potential we’re tapping into here. Keep in mind these core principles: Emotional connection: Engage learners’ emotions and personal experiences. Intuitive processing: Leverage rapid, instinctive cognitive processes. Deliberative thinking: Balance intuitive elements with opportunities for deep, analytical thinking. Flexibility: Adapt to different learning contexts and design models. Iterative refinement: Continuously improve based on feedback and outcomes. Elevate Your Current ID Model When we advocate using insights from marketing, behavioral economics, and cognitive psychology in instructional design, it’s not about reinventing the wheel—it’s about adding a new set of gears. The strategies outlined below are designed to seamlessly integrate with your existing instructional design model, whether you’re using ADDIE, SAM, or any other approach. By infusing intuitive thinking and emotional engagement into each phase of your design process, from needs assessment to evaluation, you can create learning experiences that resonate on both cognitive and affective levels. These tactics will help you transform your current model into a more holistic, learner-centered approach that not only imparts knowledge but also inspires action and fosters lasting change. Let’s explore a list of practical ways to elevate your practice, one phase at a time. 19 Needs assessment & analysis Investigate learners’ attitudes, motivations, and emotional connections to the topic. Identify potential cognitive biases or preconceptions. Balance intuitive insights with data-driven analysis. Explore learners’ hopes, fears, and how the learning connects to their identities and aspirations. Design & development Craft learning objectives that address both cognitive and affective domains. Use storytelling, analogies, and vivid examples to make content relatable and memorable. Incorporate visual design elements that guide intuitive understanding. Create opportunities for both quick, instinctive responses and in-depth analysis. Make each point personal, contrastable, tangible, memorable, visual, and emotional. Design activities that help learners discover and apply concepts intuitively. Implementation Set an emotional tone that promotes psychological safety and openness to learning. Use a mix of rapid, engaging activities and deeper, reflective exercises. Model vulnerability and growth mindset to encourage learner engagement. Create a sense of safety, belonging, and purpose in the learning environment. Provide feedback that feels supportive and constructive. Evaluation Assess both immediate, intuitive reactions and long-term, deliberative learning outcomes. 20  Gather qualitative feedback on emotional engagement and personal relevance. Measure changes in attitudes and behaviors, not just knowledge acquisition. Collect stories from learners about their experiences and how they’re applying what they’ve learned. Dual Process Instructional Design: Intuitive and Deliberative Questions Intuitive Questions Deliberative Questions What immediate reactions or What in-depth knowledge or skills do emotions might learners have to the learners need to acquire? subject matter? What preconceptions or biases might How can we encourage learners to learners bring to the topic? critically examine their existing beliefs about the topic? How can we use visual cues or What problem-solving activities will intuitive layouts to guide learners? require deep, analytical thinking? What metaphors or analogies can How can we scaffold learning to quickly convey complex ideas? gradually increase mental complexity? What elements can we include to What opportunities can we provide for capture immediate attention (e.g., learners to practice deliberate, striking visuals, compelling stories)? step-by-step reasoning? How can we chunk information for How can we incorporate reflective easy processing? exercises to encourage deeper processing? How can we create a positive first How can we allocate time for learners to impression to engage learners’ engage in deep discussion or complex emotions? problem-solving? What quick, interactive elements can What strategies can we use to help maintain engagement? learners overcome cognitive biases? How can we gather immediate, How can we evaluate learners’ ability to intuitive feedback from learners? apply concepts in novel, complex situations? By applying these strategies, considerations, and questions, you can enhance any instructional design model with principles of intuitive thinking, creating learning experiences that are both emotionally engaging and intellectually rigorous. Remember that emotion and 21 cognition are inextricably intertwined in the learning process. By addressing both, we create more effective, memorable, and impactful learning experiences. By integrating these principles into each phase of your instructional design model, you can create learning that is effective and affective, touching hearts as well as minds. The rigid separation of emotion and cognition is a false dichotomy. Intuitive and deliberative thinking are inextricably intertwined (Immordino-Yang and Damasio 2007). We cannot learn without feeling, and we cannot feel without learning. Emotion is not the enemy of reason but its essential partner. Moreover, intuitive thinking is not a primitive, irrational impulse to be suppressed—it’s an important part of how our brain works. Our brain has different areas that do different jobs, like thinking logically, feeling emotions, and making choices. Intuition works with these other parts to help us understand complex situations and the world around us. When all these brain areas work together, they shape who we are. This interconnection and teamwork in our brain influences our beliefs, motivates us, and helps us be creative. It’s a big part of what makes us human. Tap Learners’ Emotions and Drive Action To design learning that ignores intuitive thinking is to design for machines, not people. It is to assume that learners are empty vessels to be filled with facts and concepts rather than active, meaning-making agents with their own goals, desires, and perspectives. Design attuned to our intuitive thinking recognizes and respects learners’ humanity. It meets them where they are, not just intellectually but emotionally and experientially. It treats them as partners in the learning process, not just passive recipients. 22  This is not to say that the techniques we’ve discussed should be used manipulatively or excessively. Like any powerful tools, they must be wielded with care and integrity. The goal is not to titillate or distract but to engage and empower. Whether you’re designing technical training, a leadership development program, or an onboarding curriculum, considering how to make it personal, contrastable, tangible, memorable, visual, and emotional will only improve its impact. Marketers have long understood the power of engaging intuitive thinking. From Nike’s energizing “Just Do It” ads to Subaru’s images of happy dogs in cars, the world’s top brands know that to drive action, you must first tap emotion. Many L&D professionals have been stuck in an information-driven paradigm for too long. This is no longer viable in a world of increasing noise and distraction. To cut through the noise and make a real impact, we must take some insights from marketers. And when we suggest following the lead of marketers, we aren’t talking about manipulation or trickery. We’re talking about recognizing and respecting the full complexity of the human mind and crafting learning experiences that inform, inspire, and transform. A Final Thought As L&D professionals, we can amplify our impact by embracing marketing principles that engage both intuitive and deliberative thinking. Let’s harness the power of emotion, weave compelling narratives, and craft multisensory experiences that capture attention and drive lasting change. By making our content personal, contrastable, tangible, memorable, visual, and emotional, we’ll see immense rewards. Our learners will be more engaged, our organizations will see improved outcomes, and we’ll grow as professionals. So, let’s take a page from the marketer’s playbook and design learning that doesn’t just inform, but truly transforms. 23 24