Designing Microlearning Course for Online

Instruction Certification: Do Microlearning

Units Coupled with Gamification for
Professional Development Lead to Measurable
Gains in Learning Outcomes?

Kirenia Maytin, Felicia Fulmore, Yanira Leon,

Angela McCullough, and Dorothy Ragus
St. Thomas University
February 20, 2022
 Abstract
● Changing digital age: microlearning as an eLearning tool to
provide small bits of information to enhance learner knowledge
retention and engagement
● Microlearning virtual professional development course:
Online instructional certification with gamification
○ Covid-19 and digitally immersed learners
○ Digital badges known as microcredentials
○ Competency-based learning through unit mastery
● Merrill’s First Principles of Instruction: Real-life integration of
knowledge and skills to solve problems
● Kirkpatrick Evaluation Model: Training effectiveness
● Proposal: Explores the significance of a measurable comparative
analysis of self-paced versus instructor-led microlearning course
 Introduction

● Microlearning: Provides small bits of information to

learners to enhance knowledge retention and engagement
○ Benefits: Retention engagement, motivation, and
emerged to address the need for instructors who can
keep up with the advancements in education
○ Virtual learning classes: In demand online
education content continues to surge
 Background

● Microlearning: Delivers education in small units, a

specific topic at a time, allowing instructors to learn at their
own pace
○ The term is used in digital learning and related fields
in learning processes in mediated environments
○ A technique that positively affects learning, produces
optimistic results, and creates a comfortable
environment
○ A method of instruction that makes progressive
outcomes on learning and skills, supports the
creation of the concepts, and is helpful in learning
and understanding the topics
Problem Needing to be Solved

● Issues: Learning condensed and the

online instructor learns at a fast pace
○ Having a shorter online course can
be challenging for an online
instructor who has family, work,
and daily challenges to complete
in a short amount of time
○ Some online instructors are going
back to school and some are
unfamiliar with the latest
technology: May lack time or need
assistance with accessing their
course and assignments
 Purpose of the Research
● Purpose: To maintain the academic integrity of online
programs and address virtual learner needs
○ Universities are realizing the need for targeted training
and support for higher education instructors
● Instructional Designers: Consider how each micro-lesson
can be sorted into personalized learning objectives
○ Fit into a competency-based learning map
● Online Instructors: Must be adequately trained for
assisting students towards learning objectives and
mastering skills to achieve their broad learning goals
 Research Question
● RQ 1: Do Microlearning Units Coupled with Gamification for
Professional Development Lead to Measurable Gains in Learning
Outcomes?
 Literature Review: Part One
● Microlearning: Small eLearning units for achieving learning
objectives and content mastery
● Still in its inception: Not highly researched
● Claims: Greater knowledge retention/learner engagement
● Flexible: Self-paced and done any time and place
● Digital learners: Need for eLearning with the COVID-19 pandemic
and the rapidly changing digital era
 Literature Review: Part Two
● Training: Companies are leaning towards online learning as a
solution for professional development
● Benefits of Microlearning:
○ Microlearning units are cost efficient to produce
○ Learning units can be reused or sequenced into other training
○ Helps motivate and guide the learners to achieve their learning
objectives
● Gamification: Can be coupled with cognitive models and organize
educational content for learners
 Review of the Historical Literature

● 1980’s- The first study of gamification started with video game

based learning
● 2002- Serious Game Movement - adapted the function of games to
teach and create various non-game simulations
● 2003- The term gamification was first used by Nick Pelling.
● 2004- Microlearning emerged as elearning became more popular
● 2005- Gamification was introduced to learning platforms to improve
business productivity
○ Gradual development of microlearning and gamification has
gone hand in hand with the development of new technology
 Review of the Current Literature
● Today’s learners: Immediate information consumers
● Personalized learning: Learners select their preferred order of
engaging in the unit material
● Micro-credentials: Digital badges per unit mastery
○ In process of universal recognition as a professional
development credit
● Microlearning measurement: Participant learning outcomes in
pre-tests and post-tests
● Successful implementation of microlearning: Participants
acquiring the end goal as proof of mastery of content through
skill-based learning
 Literature Review Study Framework
● Merrill’s First Principles of instruction: The most effective
learning products or environments are problem-centered and
involve the learner in four distinct phases of learning: Activation of
prior experience, demonstration of skills, application of skills, and
integration of these skills into real-world activities
 Literature Review Study Framework

● Real-life application: Integrating microlearning into professional

development allows application of skills to real-world specific tasks
○ Demonstrates skill building, defends new knowledge, and
modifies new knowledge for use in learners’ everyday lives
● Implementing microlearning: Determine what learners already
know and creates a learning pathway that commensurates with
their experience
 Theoretical Framework
● Competency-based learning: Skill-based mastery of concepts:
Evidenced by pre-test and post-test per unit
● Micro-credentialing with a personalized learning approach:
Digital badges per unit mastery earned through the selection of the
learner
● International Board Standards for Training, Performance, and
Instruction (IBSTPI) standards: Learning objectives: Improving
technology knowledge and skills, participating in professional
development, and learning about technologies that impact
instruction
 Evaluation System
● The Kirkpatrick Evaluation Model: Four levels of training
evaluation to see if participants learned and acquired knowledge
and skills to fulfill learning objectives
● Evaluation: Pre-test and post-test comparative results to
determine course effectiveness

(Bretz, 2018).
 The Gaps
● Early stages: Research-based microlearning literature
● Microlearning effectiveness: How assessments affect the
microlearning experience and knowledge retention
● Uncertain Digital and eLearning revolution: Future micro-content
in instruction and content development
● Designing digital badging systems: Applications to learning in
professional settings
● Professional development: The design and development of
microlearning lessons
○ Measurable competencies for micro-credentials
○ Quantitative and qualitative evidence of effectiveness
 The Gaps
● Research needed: Insufficient research to know whether
microlearning is an effective strategy for long term learning goals.
● Potential issues: Microlearning intervention could end up as
content fragments.
○ Learners may not perceive macro level of learning that
was intended by individualized units.
● Lack of cognitive synthesis: No guarantee that learner will
construct appropriate mental models
 Methodology
● Five modules for Online Instruction Certification: Online
etiquette, online assessment, online instructional facilitation,
technology software, and virtual behavioral management.
○ A pre-test and post-test will be taken to determine the level
of knowledge for each module

● Group A: Instructor led, synchronous instruction

○ Modules will be taught in chronological order
○ Only one module can be completed each week

● Group B:Self-paced, microlearning with gamification

○ Modules can be completed in any order
○ Modules can be completed anytime within the five weeks

● A knowledge survey will be given to participants once all five

modules have been completed.
 Type of Research and Research Design

● Action research: Used to determine if microlearning with

gamification is more effective for learner retention and
engagement.

○ A group of higher education professors will be split into two

groups and will complete five modules over the course of
five weeks in order to receive an online instruction
certification.
 Data Gathering Procedures

Group A Group B

Instructor-Led Asynchronous

Pre-test (Online Assessment) Post-test Pre-test (any module) Post-test

Pre-test (Instructional Facilitation) Post-test Pre-test (any module) Post-test

Pre-test (Technology & Software) Post-test Pre-test (any module) Post-test

Pre-test (Online Etiquette) Post-test Pre-test (any module) Post-test

Pre-test (Virtual Behavior Management) Post-test Pre-test (any module) Post-test

Knowledge Survey Knowledge Survey

 Pre-Test and Post-Test Paired t Test
Group A Group B

Pre-Test Post-Test Gain Pre-Test Post-Test Gain

Participant A1, Module 1 Participant B1, Module 1

Participant A1, Module 2 Participant B1, Module 2

Participant A1, Module 3 Participant B1, Module 3

Participant A1, Module 4 Participant B1, Module 4

Participant A1, Module 5 Participant B1, Module 5

Participant A2, Module 1 Participant B1, Module 6

Participant A2, Module 2 Participant B2, Module 1

… …

Mean Mean
 Knowledge Survey
Key:
1 = little to no information known about the content
2 = partial knowledge of content
3 = near mastery of content
4 = have mastered the content
5 = advanced knowledge of the content

What is your confidence level in your ability to: 1 2 3 4 5

Update and improve knowledge, skills, and attitudes pertaining to the
instructional design process and related fields.

Participate in professional development activities.

Acquire and apply new technology skills in instructional design practice.

Analyze the characteristics of existing and emerging technologies and their

potential use.

Describe the capabilities of existing and emerging technologies required to

enhance the impact of instruction.

(Knowledge Base, 2012, pp. 2-3).

Final Summary Proposal

● Gaps: How microlearning enhances knowledge

retention, learner engagement, flexibility, and
cost-efficiency
○ Quantitative and qualitative data on the
effects of microlearning for instructors
○ Effects of gamification in microlearning
● Contemporary learners: Immediate consumers
of information, often digital
● Proposal: A comparative study of microlearning
for online instruction certification and if there is
significant differences in between self-paced
versus instructor-led microlearning courses for
online instruction certification
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