Training Industry Magazine - July/August 2019 - 13

SCIENCE OF LEARNING
SRINI PILLAY, M.D.

BRAIN-BASED LEARNING
ANALYTICS AND
EVALUATION PRACTICES
When we analyze learning and measure
learning outcomes, we usually want
to determine its effectiveness. However,
learning relies on more than the content
provided. In the brain, other factors influence
learning. Mindset, instructor trust, context,
value and design also impact learning, and
these factors may operate entirely outside
of awareness. Learning analytics must
take these dynamic and abstract factors
into account.
Let's review insights on the nature
of these factors, as well as how
to analyze and evaluate them in
learning environments.
STUDENT MINDSET
A growth mindset reflects the belief that
one can successfully develop their own
intelligence. When people hold this belief,
it increases their intrinsic motivation to
learn. Motivation is also increased when
people internalize external values. As
a result, people with growth mindsets
are more likely to respond promptly to
errors. In order to foster growth mindsets
in students, trust must be established
between the learner, the instructor and the
learning environment.
INSTRUCTOR TRUST
Students' trust in their instructor helps
facilitate learning. Both growth mindset
and instructor trust can increase the
student's commitment to learning.
Trust must be established early, as
opinions developed within six seconds
may influence student evaluation of
the instructor.
It is important to note that the
instructor's mindset matters as well.

Teachers who have a growth mindset
appreciate successive improvements more
than those who do not. Consequently,
students are more motivated by teachers
with growth mindsets. Teacher feedback
is least effective when focus is placed
on final results rather than the learning
process.
LEARNING CONTEXT
When learning is delivered, the importance
of context matters but may vary depending
on the student. Some studies show that
learners' application of training depends on
their prior level of knowledge and their ability
to transfer knowledge across domains. In the
brain, context matters and can either improve
or worsen learning. A brain circuit, involving
short-term memory, long-term memory, self
and emotional processing, participates in
establishing learning context. Therefore, all
content must address the material, contain
vehicles to enhance long-term memory, and
remain relevant.

they are swept off their feet by content
design. Instructors should evaluate their
content based on this.

EVALUATING LEARNING
PROCESSES GOES
FAR BEYOND THE
CONTENT AND LEVEL
OF APPLICATION.
BRAIN-BASED EVALUATION PRACTICES
Analyzing and evaluating learning processes
and design goes far beyond the content and
level of application. Other factors determine
brain-based learning success and should
be included in the evaluation process. The
following screening questions may form the
basis for additional learning analytics and
evaluation practices:
* Does the learner have a growth mindset?
* Does the instructor have a growth
mindset?

REWARD-BASED LEARNING
Value also guides behavior in the brain.
Students are more likely to learn when they
perceive the learning as valuable, as this is
rewarding to the brain. Reward-based
learning enhances students' ability to attend
to the information at hand. Learning feels
more relevant when students are actively
involved in the learning process. Learning is
enhanced by content's relevancy, because
the brain feels rewarded.

* Does the student trust the teacher?

LEARNING DESIGN
Finally, design is critical to learning. When
learning is sublime rather than simply
visually pleasing, it is arousing to the brain.
In effect, students are most engaged when

Dr. Srini Pillay is the CEO of NeuroBusiness
Group. He is also assistant professor (part-time)
at Harvard Medical School and teaches in
the executive education programs at Harvard
Business School and Duke CE. Email Srini.

* Was trust established early on? How?
* Is the learning motivating?
* Has the context been optimized?
* Does the student value the learning?
* Has the student been included in the
learning?
When these factors are addressed, brainbased learning can be optimized.

T R A I N I N G I N DUSTR Y MAGAZ INE -LEARNING ANALYTICS 20 19 I WWW. T RAININGINDU S T RY . C OM/ MAGAZ I NE

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Training Industry Magazine - July/August 2019

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