10 Things That Learners Pay Attention To (And How to Use Them in eLearning)

Compared to other types of education, e-learning must strive to attract students’ attention: the Internet is full of distractions and adult learners are busy and free to indulge in distractions. Helping students to focus is the main task of professional training, so these are some of the best ways to win attention games.
Adult learners almost always take e-learning courses for a specific purpose, not just for entertainment. Focus on giving them what they want: answers to their real-world problems. You should be able to answer this question from the learner’s perspective: “What is good for me?”
If you really want to get their attention, you need to have an answer to this question. After all, people will pay more attention to what they think is relevant to their past lives and experiences.
Immediately attracts the student’s attention by asking a question to keep reading. The title is a great way to apply this strategy: present your course as a “method”, clearly listing the problems that the rest of the course or module will solve. The dominant headline, especially when placed in the upper left corner, usually attracts attention first. In fact, they also tend to attract attention faster than images. Make the title meaningful to help your students easily find what they need. Keep them relevant, simple, concise and eye-catching.
Read more: These 27 questions will (really) help you understand your students
Research shows that the brain is more concerned with new or different things. It is natural for people to be curious about new, strange, unfamiliar, unpredictable or different things. When e-learning content is surprising or unexpected, it becomes impossible to ignore it. According to Carmine Gallo, an expert on the subject, “Our brains are trained to find shiny new things, eye-catching things, and delicious-looking things.”
In order to keep your students focused for a long time, you You need to constantly give them new things to think about, but obviously you don’t want to digress too far. Making comparisons, similes, or metaphors helps to focus. In addition, if you mention familiar aspects of student life, you may find it easier to understand your point of view.
Extended reading: Why more instructional designers should use the power of visual metaphor
As they say, an image is worth a thousand words. People naturally tend to pay attention to images because they are easier to digest and understand than large blocks of text.
Use pictures to attract students and set the tone for the lesson, then use other visual effects to add meaning to your words. Presenting and telling your information will double its impact.
In addition, began to replace long text blocks with related images. In fact, a Nielsen study found that users pay attention to “photos and other images that contain relevant information, but ignore the fluffy images used for “animated “pages”.
Read also: 6 ways color psychology can be used to design effective e-learning
Questions invite someone to actively participate in learning, not just passively absorb data. Asking questions can encourage people to think and reflect on what they are learning, which not only helps them retain more information, but also helps them learn strategies for using the knowledge they have learned. In addition, it feels good to solve the problem by myself.
The emotional stimulus immediately attracted people’s attention. Most importantly, the brain can remember emotional experiences better than anything else. In e-learning, you can make this work useful to you by cultivating emotional responses. Many of these tools, such as compelling stories, videos, images, and visually appealing displays, can evoke emotions; try to establish emotional connections with students, and they will learn more and better things. Create shocking, impressive, or surprising moments that immediately attract the attention of students.
Storytelling is a natural mode of the human brain: Compared with other forms of communication, stories are easier to remember, better understood, and simply heard. If you write a course with simple narratives, people will be more likely to hear everything and remember it later.
Try not to overemphasize this point: if people can draw their own conclusions, they will feel more engaged. As the saying goes: “show it out, don’t say it!” Chapter
Is there any element here compared with the previous one? The human brain asks this question regularly. Finding contrast is difficult, as if your survival depends on it. The fact is that the brain always pays more attention to things than to others.
Boredom, most of the time, is caused by stagnation, so keep things going to encourage learning. You don’t need to be too obvious; subtle changes to the fonts are more effective than changing the entire color scheme. The goal is not necessarily to be consciously aware, but to focus on the brain’s natural priorities.
Nothing attracts people’s attention more than a small shock, so start your course with a fact, statistic, or statement that surprises the reader. Don’t be too extreme, but leading with the most impactful information is a great way to get noticed. Accurate measurements are ideal here, especially the percentages and dollar values ​​that make people think. Rather than saving your conclusion until last, consider starting with it so people want to know how you got it.
people, especially adult students, are very busy. If you make your information as easy as possible to navigate, they will appreciate it. With so much information, speed reading can help you decide whether to spend time reading the entire article. More importantly, students prefer short, one-bite messages because they cannot focus on the task for long without pause. That is due to the ebb and flow of our energy. A study in

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