What Can Behavioral Science Do For Your Virtual Skills-Based Program?

The Role of Technology in Learning

Techknowlogy: Evidence as the missing ingredient to digital learning

“If the only tool you have is a hammer, it is tempting to treat everything as if it were a nail.”¹ This is the Law of Instrument, often referred to as Maslow’s Hammer after the psychologist Abraham Maslow who wrote it back in 1966. It is a common cognitive bias in both the tech and education sectors but becomes particularly pronounced when the two fields intersect. Although technology can address educational challenges, we sometimes too quickly latch onto solutions that are not necessarily informed by evidence regarding the problem, the context, or even the solution itself. Technology has become the “hammer” or our one-trick solution for everything, which dilutes its potential impact. 

Digital advancements like artificial intelligence and augmented or virtual reality have launched a revolution in virtual learning, reshaping traditional educational models and creating new possibilities for learners around the globe. But let’s be clear: technology has not always been good for learners. In fact, UNESCO’s new 2023 report on technology in education, subtitled “A tool on whose terms?,” highlights the numerous conditions necessary for technology to actually be beneficial (e.g. electrification, connectivity, impartial evidence on quality, being void of unnecessary and excessive use, and responsible approaches; or, to put it simply, a lot of stuff). However, when applied intentionally, the integration of digital technologies into education has proven to have the potential to bridge educational gaps, provide access to quality learning resources, and foster a more personalized learning experience. In fact, the technology doesn’t even have to be advanced to be effective – for instance, recorded lessons are helping to close the teacher quality gap in China. 

A range of tools – including multimedia resources, adaptive and immersive technologies powered by artificial intelligence (AI), as well as online platforms and Learning Management Systems (LMS) – have, in many instances, democratized education by enabling learners to access a wealth of educational materials and services remotely. The flexibility afforded by virtual classrooms has been particularly crucial during global events that disrupted traditional learning environments, allowing education to persevere. Even nations lacking the infrastructure in place for virtual learning during the COVID-19 pandemic revisited their ICT policies to rethink ways they could leverage technology. 

Beyond the Nudge: BeSci as a base

Scientifically and, more specifically, behaviorally informed digital technology presents a powerful opportunity to address both educational and skill gaps effectively. Adequately understanding an educational challenge (or any social challenge, at that) is intimately tied with adequately understanding the people involved. It is important that we ask ourselves: who are we serving and what are their realities?

Remember that behavioral science is not a stand-alone solution, but a path for inquiry – helping us ask different questions or reframe the problem altogether. This becomes especially important in digital learning. Take social learning platforms as an example. When these platforms are designed with social cognitive theory in mind, they can better facilitate collaborative learning and knowledge sharing, providing learners with valuable social reinforcement and support. In this case, behavioral science is not merely a tool leveraged on the platform but rather the foundation of the platform itself.

At The Decision Lab (TDL), we actively explore technological applications grounded in evidence and behavioral insights to elevate virtual learning. We showcased our ability to design assessment tools during our recent collaboration with CATALYST by Winchester College, a digital enrichment program that encourages students to deepen their education by taking electives beyond their standard curriculum. By gaining a thorough understanding of the drivers and barriers to student engagement and learning within CATALYST, we strategically implemented “light lift” assessments (requiring little student effort to complete) that provide a timely snapshot of student learning, benefiting both learners and facilitators in the process.