Personalized Learning
Law of Effect
Adaptive Release
Influencing Behavior
Personalized Learning
Law of Effect
Influencing Behavior
Adaptive Release
Guiding Growth
Personalized Learning in the Digital Age
Explore this personalized learning approach inspired by classic behavioral psychology experiments. The proposed "Digital Thorndike Box" fosters intrinsic motivation and self-directed learning through adaptive assignments, engagement strategies, and personalized learning paths, enhancing digital education by focusing on student competency rather than grades.
Conclusion
Introduction
Conclusion
Introduction
Introduction
Are you frustrated with online learning?
So are we, and your students are too!
We may unintentionally be placing barriers in front of our students, which prevents them from success. Instead of using their time and effort on academic acheivement, their focus is pulled towards administrative trivia (which sometimes has no solution). This is frustrating for students, and we can help prevent it!
Thorndike Box: Law of Effect
A short History of Behaioral Psychology
Learning Led by Curiosity
The Thorndike Experiment applied
Appropriate Rewards
Influencing Behavior through Design
Social Engineering Influences Behavior
Engineering Students' Online Learning
The Power of Imagery
What motivates your Students
Adaptive Release Applications
Student Choice
Limiting Choice
Remedial Scaffolding
Group Work
Adaptive Release Design
Basic Rules & Triggers
Advanced Rules
Cautions
Putting it all into Practice!
Conclusion
How can this work for you and your Course?
Through Small, acheivable goals!
This method has seen success for me, and is much less work than the traditional classroom. I add and adapt every semester, so the course becomes richer, with more opportunities for students to learn, be successful, and reach their goal
+Contact Info
Choice assignments allow students to achieve the learning objective while showcasing their own unique talents and skills
Students are not always motivated by grades, but they may be motivated by the same things you and I are! They may value the thoughts of their peers more than your opinion of them. Peer pressure can be a powerful motivator, especially if your students are social or competitive. Other students may not care as much about their peers, but are inspired by art or music. Using collaborative tools and choice assignments can help further motivate students to stay on task and do their best.
Let's Connect!
Limiting distracting options in the course can help a student stay on task with a distict set of goals. This is especially helpful at the beginning of a course, when a student may feel overwhelmed by the new space, or when they need to complete specific tasks in order to be successful on the next one.
Social engineering subtly shapes behavior by designing environments that guide people toward certain actions without them consciously realizing it. For example, the shape of a door handle communicates how it should be used, a flat plate signals “push,” while a curved handle suggests “pull,” reducing hesitation and error. In digital spaces, video games use haptic feedback like vibrations to reinforce player actions, creating emotional responses such as urgency, reward, or danger. These small design choices influence decision-making, movement, and even motivation by aligning physical or sensory cues with intended behaviors. Reverse social engineering occurs when designers observe natural human behavior first, such as the dirt paths people create across a lawn, and then formalize those patterns by paving the footpath where people already prefer to walk.
Edward Thorndike’s puzzle box experiment involved placing a cat inside a box that could only be opened by performing a specific action, such as pulling a string or pressing a lever. At first, the cat engaged in random behaviors, but through trial and error it gradually learned the correct action. Thorndike observed that behaviors followed by satisfying consequences, like escaping the box and receiving food, were more likely to be repeated. This led to his Law of Effect, which states that responses followed by positive outcomes are strengthened over time.
In online learning, this principle applies when students receive immediate feedback, points, badges, or encouraging messages after completing a task correctly. These positive reinforcements strengthen productive study behaviors, while clear corrective feedback helps reduce ineffective ones. Structured modules, practice quizzes, and low-stakes attempts mirror the trial-and-error process, allowing students to refine their understanding and build mastery through reinforced success.
Curiosity serves as a driving force within Thorndike’s theory of learning, particularly through the Law of Effect, where behaviors followed by satisfying outcomes are more likely to be repeated. When a student’s natural curiosity is engaged, it reinforces exploration and problem-solving, guiding them organically along their intended learning pathway as each small success strengthens their motivation to continue.
Students are human, and humans are curious about their environment. We love to explore!
When a student is struggling with a concept we can assign scaffolding assignments, review opportunities, or even optional retake or additional assignments which allow them to redeem their grade after a misconception or personal lapse.
Instant feedback is great! But students also value your input and are disappointed when their hard work isn't properly evaluated. When instructors are overwhelmed it makes this difficult. This is alleviated by utilizing a mix of automated and maual grading, and selecting critical points in the semester to give deep and thorough feedback.
(It's also a great opportunity for relationship building and intervention)
Release conditions can aid in collaborative work by making sure each teammate is prepared and ready for the overarching assingment
Imagery should be intentional. Much like how advertisements in this transit station strategically promote healthy lifestyle products, complementing the efforts of the musical staircase to encourage healthier choices, the imagery displayed in your online classroom plays a crucial role. It can effectively guide students' learning experiences by sparking their curiosity and tapping into deeply ingrained societal messages to help students navigate their course.
References
Digital Learning
Ahmad, T. (2020). Student perceptions on using cell phones as learning tools. , 4, 25-43. https://doi.org/10.1108/prr-03-2018-0007.
Calderón-Garrido, D., Ramos-Pardo, F., & Guerrero, C. (2022). The Use of Mobile Phones in Classrooms: A Systematic Review. Int. J. Emerg. Technol. Learn., 17, 194-210. https://doi.org/10.3991/ijet.v17i06.29181.
Fernandez, O. (2020). Second Chance Grading: An Equitable, Meaningful, and Easy-to-Implement Grading System that Synergizes the Research on Testing for Learning, Mastery Grading, and Growth Mindsets. PRIMUS, 31, 855 - 868. https://doi.org/10.1080/10511970.2020.1772915.
Fontaine, G., Cossette, S., Maheu-Cadotte, M., Mailhot, T., Deschênes, M., Mathieu-Dupuis, G., Côté, J., Gagnon, M., & Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 9. https://doi.org/10.1136/bmjopen-2018-025252.
Harati, H., Sujo-Montes, L., Tu, C., Armfield, S., & Yen, C. (2021). Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills. Education Sciences. https://doi.org/10.3390/educsci11100603.
Mahmood, D., & Jacobo, H. (2019). Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1844.
Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A., & Reyes-Rebollo, M. (2023). Impact of Gamified Teaching on University Student Learning. Education Sciences. https://doi.org/10.3390/educsci13050470.
Ni, Y., & Lu, J. (2020). Research on Junior High School English Reading Class Based on the Principle of Timing and Thorndike’s Three Laws of Learning. Journal of Language Teaching and Research, 11, 962-969. https://doi.org/10.17507/jltr.1106.13.
Sailer, M., & Homner, L. (2019). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/S10648-019-09498-W.
In online learning, social engineering appears in the way courses are structured and presented to guide student behavior. For example, clearly labeled modules, consistent due date placement, and “Start Here” icons signal where students should begin and how they should progress, reducing confusion and increasing engagement. Automated reminders, progress bars, and visual checkmarks provide subtle reinforcement that encourages students to complete tasks, much like haptic feedback in a game. Even discussion board layouts can influence participation by making it easy to reply, like, or see peer responses. Reverse social engineering in online learning occurs when instructors observe how students naturally navigate a course, such as frequently accessing certain resources or repeatedly asking the same questions, and then redesign the layout to better align with those behaviors. For example, if students consistently skip long instruction pages but watch short videos, an instructor might embed concise video summaries at the top of each module to match how students actually engage with content.
Words
Automated Messages can help to prompt students to move forward in the course, or review items they need to practice. It also helps students feel guided and engaged with the course.
Some things to be aware of:
Broken Triggers
Unintentional Road Blocks
Gradebook & Calendar View
Unnecesary Complications
Be sure to always check your course using the STUDENT PREVIEW Feature to ensure that all dates and release conditions function as intended
Release conditions allow students to interact with the course based on pre-set parameters.
Words
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Transcript
Personalized Learning
Law of Effect
Adaptive Release
Influencing Behavior
Personalized Learning
Law of Effect
Influencing Behavior
Adaptive Release
Guiding Growth
Personalized Learning in the Digital Age
Explore this personalized learning approach inspired by classic behavioral psychology experiments. The proposed "Digital Thorndike Box" fosters intrinsic motivation and self-directed learning through adaptive assignments, engagement strategies, and personalized learning paths, enhancing digital education by focusing on student competency rather than grades.
Conclusion
Introduction
Conclusion
Introduction
Introduction
Are you frustrated with online learning?
So are we, and your students are too!
We may unintentionally be placing barriers in front of our students, which prevents them from success. Instead of using their time and effort on academic acheivement, their focus is pulled towards administrative trivia (which sometimes has no solution). This is frustrating for students, and we can help prevent it!
Thorndike Box: Law of Effect
A short History of Behaioral Psychology
Learning Led by Curiosity
The Thorndike Experiment applied
Appropriate Rewards
Influencing Behavior through Design
Social Engineering Influences Behavior
Engineering Students' Online Learning
The Power of Imagery
What motivates your Students
Adaptive Release Applications
Student Choice
Limiting Choice
Remedial Scaffolding
Group Work
Adaptive Release Design
Basic Rules & Triggers
Advanced Rules
Cautions
Putting it all into Practice!
Conclusion
How can this work for you and your Course?
Through Small, acheivable goals!
This method has seen success for me, and is much less work than the traditional classroom. I add and adapt every semester, so the course becomes richer, with more opportunities for students to learn, be successful, and reach their goal
+Contact Info
Choice assignments allow students to achieve the learning objective while showcasing their own unique talents and skills
Students are not always motivated by grades, but they may be motivated by the same things you and I are! They may value the thoughts of their peers more than your opinion of them. Peer pressure can be a powerful motivator, especially if your students are social or competitive. Other students may not care as much about their peers, but are inspired by art or music. Using collaborative tools and choice assignments can help further motivate students to stay on task and do their best.
Let's Connect!
Limiting distracting options in the course can help a student stay on task with a distict set of goals. This is especially helpful at the beginning of a course, when a student may feel overwhelmed by the new space, or when they need to complete specific tasks in order to be successful on the next one.
Social engineering subtly shapes behavior by designing environments that guide people toward certain actions without them consciously realizing it. For example, the shape of a door handle communicates how it should be used, a flat plate signals “push,” while a curved handle suggests “pull,” reducing hesitation and error. In digital spaces, video games use haptic feedback like vibrations to reinforce player actions, creating emotional responses such as urgency, reward, or danger. These small design choices influence decision-making, movement, and even motivation by aligning physical or sensory cues with intended behaviors. Reverse social engineering occurs when designers observe natural human behavior first, such as the dirt paths people create across a lawn, and then formalize those patterns by paving the footpath where people already prefer to walk.
Edward Thorndike’s puzzle box experiment involved placing a cat inside a box that could only be opened by performing a specific action, such as pulling a string or pressing a lever. At first, the cat engaged in random behaviors, but through trial and error it gradually learned the correct action. Thorndike observed that behaviors followed by satisfying consequences, like escaping the box and receiving food, were more likely to be repeated. This led to his Law of Effect, which states that responses followed by positive outcomes are strengthened over time.
In online learning, this principle applies when students receive immediate feedback, points, badges, or encouraging messages after completing a task correctly. These positive reinforcements strengthen productive study behaviors, while clear corrective feedback helps reduce ineffective ones. Structured modules, practice quizzes, and low-stakes attempts mirror the trial-and-error process, allowing students to refine their understanding and build mastery through reinforced success.
Curiosity serves as a driving force within Thorndike’s theory of learning, particularly through the Law of Effect, where behaviors followed by satisfying outcomes are more likely to be repeated. When a student’s natural curiosity is engaged, it reinforces exploration and problem-solving, guiding them organically along their intended learning pathway as each small success strengthens their motivation to continue.
Students are human, and humans are curious about their environment. We love to explore!
When a student is struggling with a concept we can assign scaffolding assignments, review opportunities, or even optional retake or additional assignments which allow them to redeem their grade after a misconception or personal lapse.
Instant feedback is great! But students also value your input and are disappointed when their hard work isn't properly evaluated. When instructors are overwhelmed it makes this difficult. This is alleviated by utilizing a mix of automated and maual grading, and selecting critical points in the semester to give deep and thorough feedback.
(It's also a great opportunity for relationship building and intervention)
Release conditions can aid in collaborative work by making sure each teammate is prepared and ready for the overarching assingment
Imagery should be intentional. Much like how advertisements in this transit station strategically promote healthy lifestyle products, complementing the efforts of the musical staircase to encourage healthier choices, the imagery displayed in your online classroom plays a crucial role. It can effectively guide students' learning experiences by sparking their curiosity and tapping into deeply ingrained societal messages to help students navigate their course.
References
Digital Learning
Ahmad, T. (2020). Student perceptions on using cell phones as learning tools. , 4, 25-43. https://doi.org/10.1108/prr-03-2018-0007.
Calderón-Garrido, D., Ramos-Pardo, F., & Guerrero, C. (2022). The Use of Mobile Phones in Classrooms: A Systematic Review. Int. J. Emerg. Technol. Learn., 17, 194-210. https://doi.org/10.3991/ijet.v17i06.29181.
Fernandez, O. (2020). Second Chance Grading: An Equitable, Meaningful, and Easy-to-Implement Grading System that Synergizes the Research on Testing for Learning, Mastery Grading, and Growth Mindsets. PRIMUS, 31, 855 - 868. https://doi.org/10.1080/10511970.2020.1772915.
Fontaine, G., Cossette, S., Maheu-Cadotte, M., Mailhot, T., Deschênes, M., Mathieu-Dupuis, G., Côté, J., Gagnon, M., & Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 9. https://doi.org/10.1136/bmjopen-2018-025252.
Harati, H., Sujo-Montes, L., Tu, C., Armfield, S., & Yen, C. (2021). Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills. Education Sciences. https://doi.org/10.3390/educsci11100603.
Mahmood, D., & Jacobo, H. (2019). Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1844.
Montenegro-Rueda, M., Fernández-Cerero, J., Mena-Guacas, A., & Reyes-Rebollo, M. (2023). Impact of Gamified Teaching on University Student Learning. Education Sciences. https://doi.org/10.3390/educsci13050470.
Ni, Y., & Lu, J. (2020). Research on Junior High School English Reading Class Based on the Principle of Timing and Thorndike’s Three Laws of Learning. Journal of Language Teaching and Research, 11, 962-969. https://doi.org/10.17507/jltr.1106.13.
Sailer, M., & Homner, L. (2019). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/S10648-019-09498-W.
In online learning, social engineering appears in the way courses are structured and presented to guide student behavior. For example, clearly labeled modules, consistent due date placement, and “Start Here” icons signal where students should begin and how they should progress, reducing confusion and increasing engagement. Automated reminders, progress bars, and visual checkmarks provide subtle reinforcement that encourages students to complete tasks, much like haptic feedback in a game. Even discussion board layouts can influence participation by making it easy to reply, like, or see peer responses. Reverse social engineering in online learning occurs when instructors observe how students naturally navigate a course, such as frequently accessing certain resources or repeatedly asking the same questions, and then redesign the layout to better align with those behaviors. For example, if students consistently skip long instruction pages but watch short videos, an instructor might embed concise video summaries at the top of each module to match how students actually engage with content.
Words
Automated Messages can help to prompt students to move forward in the course, or review items they need to practice. It also helps students feel guided and engaged with the course.
Some things to be aware of:
Broken Triggers
Unintentional Road Blocks
Gradebook & Calendar View
Unnecesary Complications
Be sure to always check your course using the STUDENT PREVIEW Feature to ensure that all dates and release conditions function as intended
Release conditions allow students to interact with the course based on pre-set parameters.
Words