Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes

Area of Science:

• Educational Technology
• Instructional Design
• Learning Sciences

Background:

• Microlearning's popularity is rising in education and corporate sectors.
• Key aspects like definition, didactics, and impact on learning outcomes require synthesized research.
• Existing gaps hinder effective microlearning design and outcome optimization.

Purpose of the Study:

• To synthesize findings on microlearning's definition, didactics, and impact on learning outcomes.
• To address the need for a structured approach to microlearning instruction design.
• To propose a novel instructional design framework for microlearning.

Main Methods:

• Systematic review of 40 relevant studies following PRISMA guidelines.
• Analysis of learning outcomes categorized by Bloom's Taxonomy.
• Development of a framework based on established learning theories.

Main Results:

• Microlearning is defined as an approach delivering targeted, bite-sized content for specific objectives in short durations.
• Positive impacts on cognitive, behavioral, and affective learning outcomes were identified.
• A three-component framework (differences, guiding principles, learning outcomes) was proposed.

Conclusions:

• Microlearning positively influences diverse learning outcomes.
• The proposed framework integrates microlearning into instruction design effectively.
• Educators, designers, and policymakers can utilize the framework to enhance microlearning.