Pinna, B. and Gregory, R. L. (2002) Public Perceptions: Shifts of edges and deformations of patterns. Perception 31:1503–1508.
So you can’t tell your brain to work right. And you probably can’t be trusted to make the right decisions about how to learn—unless you’re staying up to date on the research!
What does this mean for your learning?
To us, it underscores the role technology can serve in guiding learners’ activities. To the extent that edtech incorporates scientific findings, it can serve up tasks that will be better for the outcomes learners care about (whether it’s passing an exam or managing an infection). But not all training software does this. In many cases, e-learning software is designed based on how the developers think learning works, or how it ought to work—rather than what has been scientifically demonstrated to work. Technology designed according to intuition can’t help but waste time. We see this trend in many of today’s offerings. They release features that seem great for learning—if you haven’t read the hundreds of studies that prove otherwise.
To learn more about the science behind our platform, look here. If you want to start using it, reach out here. Meanwhile, we’ll be busy incorporating this year’s discoveries to make Amplifire even better at training doctors, students, pilots, call-center agents, satellite service technicians, IT professionals, and more.