Mary Ly-Nguyen - Breaking the Linear Mindset

I am eager to improve my understanding of linear and branching scenarios.

As a former educator, I have had some experiences with creating simple “Choose Your Own Adventure” type of interactive activities for students. Much of the professional development that I have had the opportunity to participate in were largely linear experiences, simple and predictable. Branching experiences, the one I will describe below, are more informal, however, it consists of design principles reflective of an effective e-learning object.

Formal and informal experiences with eLearning scenarios

As Professor North mentions in this week’s lecture, Telltale Games is famously known to develop immersive decision-making experiences. I appreciate this perspective and am excited to share my experience in playing the Telltale Games “Wolf Among Us”.

The “Wolf Among Us” is a rich, story-driven game that remixes fairytales and folklore into a noir genre. Using a basic point-and-click navigation system, users assume an investigatory role in approaching the story’s mystery and suspense. Participants are immediately submerged into a compelling branching narrative in which they are provided with choices that direct the player towards unique consequences.

Although the Wolf Among Us does not teach or train real-world-based problem solving or facilitate the transferring of workplace knowledge and skills, many of the story-telling principles used throughout the game are reflective of eLearning branching scenarios. The game starts with a captivating storyline and as the story builds, the character you play finds themselves in problem-based scenarios with a limited set of possible responses [2].

The game generates a high level of engagement and attracts players with its ‘replay-ability’ factor [5].

As far as mobile eLearning, I have yet to be presented with opportunities to participate in formal training as a developer or participant, but I understand that the usage of mobile devices is becoming increasingly popular and relevant. According to a survey conducted by Towards Maturity, L&D across different industries reported that mobile learning resulted in a 34% increase in organizational productivity [6].

As an eLearning developer, I will need to consider this factor when selecting an appropriate modality and ensure that courses are formatted for usability across multiple devices.

I am excited to learn different instructional design authoring tools and to increase my experience with eLearning branching scenarios. Video games will certainly be one source of inspiration.

Linear vs. Branching eLearning Scenarios

Common approaches to elicit workplace learning can often be categorized into linear or branching approaches.

Linear pathways to eLearning are usually simple, sequential, and consistent [3]. Learners process information during the training and are prompted to select a correct or incorrect answer with simple navigation buttons like NEXT and PREVIOUS.

Instructional designers’ ability to rapidly develop these types of courses may initially be appealing, but further analysis reveals significant constraints that may impede learning. Linear eLearning deviates from evidence-based learning principles associated with andragogy that make learning meaningful for adult learners [3 &4]. Some of these principles include:

Learner’s prior knowledge of the subject
Learner’s control and choice over the learning material
Real-world simulated conditions that are crucial to learning transfer

In contrast, a branching approach is more effective as it is designed to capture learners' interest with its interactive elements and realistic problem-based format [5]. There are no isolated correct or incorrect answers, rather learners are challenged to consider how they may best approach a situation. If they drift from the learning path, opportunities are built into the material to direct learners back onto the pathway. These factors make learning engaging which helps support the brain with processing and encoding information to memory [4]. While it may be more complex and time-consuming to build, the impact it creates on learning can be substantial.

Exploring an effective branching example

“Conversations that Work!” an eLearning object based on the book Crucial Conversations, demonstrates a relevant workplace-based eLearning branching scenario. Let’s explore its characteristics and eLearning suitability.

A trigger event initiates the training, and the learner is presented with a workplace challenge. In this case, the learner assumes the role of a manager and must evaluate how to resolve the workplace situation by selecting the most suitable response. The manager’s goal is to secure a marketing project with his team. One of his top team members is showing signs of distress but is uncommunicative about it. The manager must learn how to make choices that encourage the creation of a safe space for the employee to express their concerns while feeling supported.

The learning experience allows the participant multiple opportunities to interact with the characters, build on the story, and learn more about the situation. Malamed (n.d.) mentions applying quick access to background content when designing non-linear scenarios. This approach is applied in the training: at the top right, participants may click on the State Resource link to reference at any time. The job aid provides effective strategies and assists learners with their decision-making process.

In this training module, a learner is immersed in a situation that simulates a workplace problem, uses information to evaluate the situation, and draws their own conclusions to select the appropriate response. Different consequences are attached to different responses. These are characteristics of a branching scenario.

Computer vs. Mobile

This eLearning branching scenario appears to be suitable for both computers and mobile devices. The functionality, accessibility, website response rate, navigation style, and content display are clear and consistent. It also applies Mayer and Clark’s multimedia design principles [2].

Mobile devices may be less optimal than the performance of a computer, but you can still complete the training without difficulty.

The training module states that 10 minutes is required to complete the training; however, mobile learning recommends a maximum of 6 minutes [1]. The eLearning developer may need to chunk the information into multiple micro-courses or consider cutting some of the information down.

References

[1] Andriotis, N. (2019, October 28). How to optimize microlearning videos for mobile learning. eLearning Industry. https://elearningindustry.com/how-optimize-microlearning-videos-mobile-learning

[2] Clark, R.C. & Mayer, R.E. (2013). Scenario-based e-learning: Evidence-based guidelines for online workforce learning. [electronic book]. Pfeiffer.

[3] Malamed, C. (n.d.). Ideas for designing non-linear eLearning. The eLearning Coach. http://theelearningcoach.com/elearning_design/designing-nonlinear-elearning/

[4] Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice [electronic book]. Jossey-Bass.

[5] North, C. [Unfiltered ID]. (2022, June 11). Module 3 lecture [Video]. YouTube. https://www.youtube.com/watch?v=TAUPPl4zGz0

[6] Towards Maturity. (2013). Mobile learning at work: Practical perspectives to help implement mobile technologies effectively. Towards Maturity. https://mindtoolsbusiness.com/research-and-reports/mobile-learning-at-work-2014#downloadReportForm

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