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Designing for distracted learners
Dismiss distractions with engaging learning experiences.
Designing for the distracted learner requires a clear understanding of how competing demands affect attention during online learning. When content is easy to navigate, relevant and well structured, learners are more likely to remain engaged and retain key information.
In today’s digital world, learners are often juggling emails, notifications and other priorities while completing online courses. Even well-designed content can be overlooked when attention is divided. The solution is not to make learning more flashy, but to reduce unnecessary distractions, highlight what matters and support sustained focus.
Our top tips
Chunk your content
Break content into small, manageable segments (5–10 minutes). This reduces cognitive load and allows learners to process information in short bursts, which increases retention (Sweller, 2011). For example, instead of a 45-minute course on workplace safety, deliver three 10-minute modules: hazard identification, reporting procedures, and emergency response.
Prioritise clarity and relevance
Highlight key points and relate them directly to learners’ work or experiences. Learners are more likely to pay attention if they see immediate value (Mayer, 2017). For example, in a customer service course, start each module with a realistic scenario that learners could encounter in their role.
Use multimedia thoughtfully
Combine visuals, audio, and text to reinforce key messages, but avoid unnecessary animations or effects that may distract (Fiorella & Mayer, 2018). For example, show a simple diagram while narrating a process instead of adding multiple animated effects.
Include interactive elements
Engage learners actively through quizzes, drag-and-drop exercises, or scenario choices. Interaction encourages focus and helps prevent passive scrolling. For example, after a module on compliance, include a short scenario-based quiz asking learners to choose the correct course of action.
Apply signalling and visual cues
Use highlights, bolding, arrows, or callouts to direct attention to critical information. This helps guide learners’ eyes to the most important content, even when their attention is divided. For example, in a data security module, bold or highlight “Do not share passwords” alongside a padlock icon.
Keep navigation consistent
Predictable, clearly labelled navigation reduces cognitive load, letting learners focus on content rather than figuring out how to move through it (Clark & Mayer, 2011). For example, keep “Next” and “Back” buttons in the same location on every screen, and use consistent iconography for quizzes and activities.
Encourage reflection and active recall
Even brief reflection or retrieval practice helps learners retain information, especially in fragmented attention environments (Roediger & Butler, 2011). For example, ask learners to spend 30 seconds writing down the three key steps from a safety module before moving on.
Designing for the distracted learner means structuring, highlighting, and engaging learners so they can focus on what matters most, even in a busy digital environment.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Pfeiffer. https://doi.org/10.1002/9781118255971
Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465–470. https://doi.org/10.1016/j.chb.2018.07.015
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
