Personal Approach to Applying Learning Theory

This blog post shares my personal approach to applying learning theory in instructional design and how those theories have shaped my vision for creating engaging, meaningful learning experiences. Applying theory is what makes design intentional. Every decision from the way information is presented to how learners interact, is rooted in research and supports both engagement and retention. In this course, I applied these ideas through projects for SparkyWave Solutions, a fictional company provided as our case study.

Gamification and Behaviorism:

For my gamified learning experience on company policies, I relied on behaviorist principles to make it the experience effective and engaging. Points, badges and immediate feedback rewarded the right actions. The goal was to reinforce the desired behaviors and help make the information stick. I designed it so each part built on the last, keeping the flow clear and the objectives easy to follow.

I incorporated gamification elements such as storytelling, choice and the freedom to fail. This allowed learners to explore and master the concepts without the pressure of getting everything right immediately. The gamification mechanics were embedded into the content to make the learning experience more cohesive. I prioritized usability by having the layout and visual cues made it easy to navigate. From creating this learning experience, I noticed immediate reinforcement and thoughtful design can transform a stale company policy training to be more exciting and interactive.

Keller’s ARCS Model and Maslow’s Hierarchy of Needs: 

My infographic helps employees of Sparkywave Solutions navigate remote work using Keller’s ARCS model. To capture attention, I opened with a calm visual, a relatable quote, and a surprising statistic to spark curiosity (Park, 2018). Relevance came from addressing real challenges like isolation and work-life balance, supported by employee quotes to make strategies feel personal and applicable. Confidence was built through small, doable actions and tool suggestions, framed to promote self-efficacy. I closed with a recap, a clear next step to join the remote work Slack channel and an optional digital badge to leave users with a sense of progress and intrinsic satisfaction. This showed me how ARCS can make learning both engaging and practical. 

Mayer's Principles of Multimedia Learning and Cognitivism:

For this project, I designed a Remote Workplace Safety guide for SparkyWave Solutions using Mayer’s Principles of Multimedia Learning to make the content clear, engaging, and easy to retain. I applied signaling with bold headings, short labeled sections, and icons to guide attention. Segmenting was used by breaking the content into focused topics, so learners could process each area at their own pace. Personalization was incorporated through a conversational, supportive tone to encourage reflection and action. Cognitivist strategies was weaved in by organizing information into labeled chunks to support schema-building, using real-world tips to connect to prior knowledge, and ending with a prompt to promote deeper encoding. Every visual added was to reinforce the message and create a clear connection. These  approaches made the guide practical and memorable, supporting both immediate application and long-term retention.

Constructivism and Community of Inquiry:

I followed the framework and applied the concepts #real-world-problem-solving Slack channel. I started by defining the channel’s purpose as an online community for employees to exchange ideas, and develop solutions together. The kickoff activity invites members to post a real work challenge, add context, read others’ posts, and offer thoughtful solutions. I included ways to guide the discussion with examples and feedback, encourage connection through friendly acknowledgments and personal touches, and keep conversations focused with follow-up questions and shared resources. I also made space for empathy, recognition, and ongoing check-ins to help build a supportive community.

Generative AI, Self-Determination Theory and Transactional Distance Theory

I created a quick pitch for an AI-enhanced cybersecurity training module for SparkyWave Solutions and turned it into a video presentation. The needs assessment showed that the company’s current training was text-heavy, one-size-fits-all, and left remote learners feeling disconnected.

Using Self-Determination Theory, I designed the new module to give employees more control. They could choose a learning path based on their role and pick how to show mastery. It could be through a simulation, report, or presentation, making the experience more relevant and motivating.

To apply Moore’s Theory of Transactional Distance, I added a 24/7 AI “Cyber Coach” that answers questions instantly, breaks down concepts into plain language, and recommends resources tailored to each learner’s progress. The module included small “threat response teams,” discussion spaces, and a clear, role-based sequence to keep learners connected, engaged, and supported.

Connecting the Dots: 

I noticed that by creating these learning modules, I can see what works best for me as a learner too. Effective learning design centers on the learner. It looks at the learner’s role, background, and how they like to engage. An IT hire might need more hands-on practice, whereas a manager could gain more from case studies and policy examples. Training is useful rather than something to complete when it allows people to choose their path, learn at a pace that works for them, and work on challenges that feel real keeps the training useful. AI can be supportive in many ways from catering to learning styles or emotional needs such as encouragement and affirming. Peer interaction creates a sense of community and shared problem-solving. Feedback that’s specific and timely builds confidence. When the design adapts to the learner instead of having everyone into the same mold, it encourages motivation, ownership, and skills that last.

Connectivism and Networked Learning:

Connectivism and networked learning show how growth comes from linking to people, ideas, and resources. I connect with this because I can earn by reading others’ discussion posts, reflecting on their perspectives, and applying them to my own thinking. Although I don't completely engage in conversation with others, I stay engaged through observing others work and reflection it to the information being taught This approach reinforces that learning is continuous and network-driven, and as a designer, I aim to create spaces where learners can connect, explore, and grow in ways that fit their own style.