As individuals we all approach, interact and retain information in unique ways. Despite an almost infinite number of individual preferences over how we receive information, there are three distinct groups that can generally help categorise and identify how someone naturally processes information.
Visual learners prefer to observe and look over information and generally are more likely to favour written text or illustrated diagrams. Auditory learners may prefer to receive information verbally, or in a conversational context and tactile learners may prefer to act out, recreate or have some level of interactivity with information for it to be processed.
At Crux we’ve worked with clients on projects where a large quantity of critical or technical information must effectively be communicated to ensure safety for users of all educational backgrounds and capabilities. In these projects, the answer is often to create a printed document that condenses enough written and illustrated information as possible (into limited space) with the intention of ensuring that the largest percentile of customers understand, and safely understand critical instructions. Where this format may suit some learning styles, individuals of other learning styles will find this format unapproachable, uncomfortable and difficult to physically engage with.
We began to think about what it might look like if important information could be tailored to reflect our individual learning styles and cater to our individual needs. Could a digital solution offer a better, more flexible way of delivering instructional information in a fashion that suits individual preferences?
One area we imagine this concept would be particularly useful would be in the medical pharmaceutical industry. If instructional material that comes with medication and medical devices could cater to different learning styles of patients and content was created to adopt a more conversational tone, it could make procedures safer, less stressful and more personal. The priority would remain on meeting health and safety requirements but instructions could restructure to reflect a user’s learning style. Unlike print, where there is limited space for instructional information and all content must be set out in text and image, digital technology could enable a more fluid and conversational breakdown of user steps (in various formats) that reflect the individuals preferred medium, helping users process information in their own method, comfort and pace.
Users are guided through a quick illustrated questionnaire that probes some key learning preferences
After completing a short-illustrated questionnaire, users are assigned a learning style
Structure of content could be more modular and present content in a way that resonates with each learning style
Less content on display at a time could help concentration
