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Accessibility and Universal Design are two important concepts for digital learning designers who are creating courses that are inclusive and accessible to all learners, regardless of their abilities, disabilities, or learning preferences.

1. What is Accessibility in learning design?

2. What are Universal Design Principles (UDL) for learning?

3. What are the fundamentals of Accessibility and UDL?

4. What are the benefits of using accessibility and UDL?

5. What are the Universal Design Principles For Learning?

6. Are there any legal requirements for the use of accessibility and Universal Design Principles?

7. The Web Content Accessibility Guidelines (WCAG)

8. Assistive Technology Tools

9. Get Certified

What is Accessibility in learning design?

Within the context of learning design, accessibility refers to designing digital learning materials, such as multimedia resources, videos, or documents, in a way that makes them usable and accessible for everybody, regardless of their abilities or disabilities.

This might include using alt-text for images, captions for videos, and providing transcripts for audio content, among other things. Accessibility is important because it ensures that learners with disabilities are able to access and participate in the learning experience on an equal basis with their peers.

To read more about what Universal Design for Learning is: Click Here

What are Universal Design Principles (UDL) for Learning?

Universal Design Principles for Learning is a framework based on a specific set of principles that aim to remove barriers within physical and digital learning environments, services and products so they can be used by the most amount of people regardless of their abilities or disabilities.

UDL guides learning designers in creating materials that are flexible, intuitive, and easy to use, and that can be adapted to meet the needs of different learners rather than retrospectively providing bespoke solutions for different individuals. It also looks at how the learning experience is designed and goes beyond pure "content" of learning, focusing on content, engagement and assessment.

Universal Design principles for digital learning include (among other principles):

Providing multiple formats of content, such as text, audio, video, and images

Using clear and concise language that is easy to understand

Using accessible design features, such as contrasting colours and readable fonts

Offering multiple ways for learners to demonstrate their knowledge and skills, such as written assignments, oral presentations, and group projects

Providing opportunities for learners to interact with others through discussion forums, group activities, and peer review processes

Ensuring that all course materials are compatible with assistive technologies, such as screen readers and magnifiers, for learners with disabilities.

As a digital learning designer, it is important to consider both accessibility and UDL when creating courses. By designing with accessibility in mind, designers can ensure that learners of all abilities are able to participate in the learning experience.

What are the fundamentals of Accessibility and UDL?

As a digital learning designer, it is important to keep accessibility and UDL in mind when creating a course to ensure that it is accessible to all learners, regardless of their abilities or disabilities. Here are some fundamentals of accessibility and universal design to keep in mind:

Use clear and concise language: Use simple and easy-to-understand language to ensure that the content is accessible to all learners, including those with reading difficulties, learning disabilities, or limited English proficiency.

Provide alternative formats: Provide alternative formats of the content, such as documents, audio, video, or text-to-speech, to accommodate learners with visual or hearing impairments.

Use descriptive links and headings: Use descriptive links and headings that clearly explain the content of the link or section to help learners navigate the course.

Make sure your course is keyboard-accessible: Ensure that all course materials can be accessed using a keyboard, as some learners may not be able to use a mouse or other pointing device.

Avoid flashing or blinking content: Avoid using flashing or blinking content that may trigger seizures or migraines in some learners.

Provide captions and transcripts: Provide captions and transcripts for all audio and video content to make it accessible to learners with hearing impairments.

Ensure colour contrast: Ensure that there is sufficient colour contrast between the text and background to make it easy to read for learners with visual impairments.

Use inclusive images and videos: Use images and videos that are inclusive and represent a diverse range of people to make the course welcoming and inclusive for all learners.

By keeping these fundamentals of accessibility and UDL in mind, you can ensure that your course is accessible and inclusive for all learners.
Learn how to Design Digital Learning for Dyslexic Learners.
or
Learn the 10 ways to Develop Accessible Training for All.
What are the benefits of using accessibility and UDL?

Benefits for the digital learning designer

There are several benefits to using accessibility and UDL when creating a course as a digital learning designer:

1. Increased Reach: By creating an accessible course, you are ensuring that learners with disabilities or impairments can also access and benefit from the course content. This increases the reach of the course and makes it available to a wider audience.

2. Compliance with Legal Requirements: In many countries, including the United States, or the UK, digital content is required by law to be accessible. By creating an accessible course, you are ensuring compliance with legal requirements and reducing the risk of legal issues.

3. Improved Learning Experience: Creating an accessible course improves the learning experience for all learners, not just those with disabilities. Clear and concise language, descriptive links and headings, and keyboard-accessible content all contribute to a better user experience.

4. Enhanced Learning: Accessible courses are designed to be inclusive and cater to the needs of all learners. By using UDL, you are creating a course that is flexible, adaptable, and suitable for a diverse range of learners. This enhances the learning experience and increases the likelihood of successful learning outcomes.

5. Positive Reputation: Creating an accessible course demonstrates a commitment to inclusivity and diversity, which can enhance the reputation of the course creator and institution. This can lead to positive feedback, increased enrollment, and better student outcomes.

In summary, using accessibility and UDL when creating a course as a digital learning designer has numerous benefits, including increased reach, compliance with legal requirements, improved user experience, enhanced learning, and a positive reputation.

Benefits for the learner

There are several benefits to learners when a digital learning designer uses accessibility and UDL when creating a course:

1. Inclusivity: Accessibility and Universal Design Principles ensure that the course is inclusive and accessible to all learners, regardless of their abilities or disabilities. This means that learners with visual, hearing, or motor impairments, as well as those with learning disabilities, can also access and benefit from the course content.

2. Better User Experience: An accessible course is designed with the learner in mind, with clear and concise language, descriptive links and headings, and keyboard-accessible content. This results in a better user experience for all learners, making it easier to navigate the course and complete learning activities.

3. Flexibility and Adaptability: Universal Design Principles result in a course that is flexible and adaptable to the needs of all learners. This means that learners can choose the format that works best for them, whether it is audio, video, or text, and adapt the course to their individual needs and preferences.

4. Increased Engagement: An accessible course is more engaging for all learners, with inclusive images and videos, interactive learning activities, and diverse representation. This leads to increased engagement and motivation to learn, resulting in better learning outcomes.

5. Enhanced Learning: An accessible course is designed to be inclusive and cater to the needs of all learners, resulting in enhanced learning outcomes. By using accessibility and Universal Design Principles, the course is more effective in helping learners achieve their learning goals and objectives.

In summary, learners benefit greatly when a digital learning designer uses accessibility and Universalesign Principles when creating a course. They experience inclusivity, better user experience, flexibility and adaptability, increased engagement, and enhanced learning outcomes.

What are the Universal Design Principles For Learning?

Universal Design for Learning (UDL) is a framework that helps digital learning designers create courses that are accessible to all learners, regardless of their abilities or learning styles.
There are three core principles of UDL:
Multiple Means of Representation:

This principle suggests that digital learning designers should provide multiple ways of presenting information so that all learners can access it. For this principle, learning designers need to consider

Perception - user interface, audio-visuals with captions and imagery

Language and symbols - translations, glossary of terms and mathematical formulae

Comprehension - relating to prior information, using text for emphasis and descriptive instructions to help learners navigate the course material.

Example of application:

Digital learning designers can use closed captions and transcripts for videos, infographics, and images with text descriptions. They can also provide text summaries and audio descriptions of visual materials.

Multiple Means of Action and Expression:

This principle suggests that digital learning designers should provide multiple ways for learners to interact with the course content and demonstrate their knowledge.

For this principle, learning designers need to consider

Physical action - multiple ways to access the course material that is in a mix of formats

Expression and communication - different methods of submission for assignments, methods of communication during the lessons and course, and fluencies in different media

Executive function - goal setting to make progress and learning easier, and space for learners to showcase their own work

Example of application:

Digital learning designers can provide a range of activities, such as quizzes, discussions, group projects, and simulations, that allow learners to engage with the course content in different ways. They can also allow learners to use assistive technologies, such as speech recognition software, to complete assignments.

Multiple Means of Engagement:

This principle suggests that digital learning designers should provide multiple ways to engage learners and motivate them to learn.

For this principle, learning designers need to consider

Recruiting interest - a variety of learning and assessment formats

Sustaining effort and commitment - learning outcomes, social learning and feedback

Self-regulation - access to coaching and mentoring outside of the course

Example of application:

Digital learning designers can provide a range of options for learners to choose from, such as selecting their own topics for assignments, choosing their own pace of learning, and selecting activities that align with their interests. They can also provide clear instructions and support materials, and offer feedback and encouragement throughout the course.

Are there any legal requirements for the use of accessibility and Universal Design Principles?

The short answer is "Yes".

There are legal requirements for digital learning courses to be accessible and designed with universal design principles.

In the US, the Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act require that digital learning materials be accessible to individuals with disabilities. Under the ADA, digital learning designers are required to provide reasonable accommodations to individuals with disabilities to ensure that they have equal access to the learning materials. This might include providing accessible course materials, such as text transcripts or closed captions for videos, or ensuring that the learning management system is compatible with assistive technologies.

In the EU, The European Accessibility Act, which was adopted in 2019 and will enter into force in 2025, requires that products and services, including digital content, be made accessible to people with disabilities. This includes digital learning courses.
In addition to the European Accessibility Act, there are also national laws and regulations in EU member states that require digital learning courses to be accessible and designed with universal design principles in mind.

In the UK, the Equality Act 2010 sets out requirements for accessibility in the UK, including for digital learning materials. Under the Equality Act, digital learning designers are required to make reasonable adjustments to ensure that individuals with disabilities are not at a disadvantage in accessing learning materials. This might include providing materials in alternative formats, such as audio or Braille, or ensuring that websites and digital platforms are compatible with assistive technologies, such as screen readers or magnifiers.

In Ireland, there are several legal requirements for digital learning courses to be accessible and designed with universal design principles. The main legislation governing this area is the Disability Act 2005 and the European Union (Accessibility of Websites and Mobile Applications) Regulations 2020.
The Disability Act 2005 requires public bodies, including education providers, to promote accessibility for people with disabilities in the provision of their services, including digital services. This means that digital learning courses offered by public bodies must be accessible to people with disabilities.

The Web Content Accessibility Guidelines (WCAG)

The Web Content Accessibility Guidelines (WCAG) is a set of standards developed by the World Wide Web Consortium (W3C) to make web content more accessible to people with disabilities. However, it can be also used when designing digital learning and help designers provide more accessible learning experiences.

The guidelines provide a framework for creating content for all users, including those with disabilities such as blindness, low vision, deafness, hearing loss, cognitive limitations, and mobility impairments.

WCAG is organized around four principles:

Perceivable: Content must be presented in a way that is perceivable by all users, including those with disabilities. This includes providing text alternatives for non-text content such as images, videos, and audio.

Operable: The content must be operable by users with different abilities. This includes making it easy for users to navigate and interact with the content using keyboard-only access, and ensuring that users have enough time to read and understand the content.

Understandable: The content must be presented in a way that is easy to understand by all users. This includes using simple and clear language, providing clear and consistent navigation, and making sure that instructions and feedback are easy to understand.

Robust: The content must be developed using standard and stable technologies, to ensure that it can be accessed by a wide range of users, including those who use assistive technologies.

WCAG is organized into three levels of conformance: Level A, Level AA, and Level AAA. Level A includes the most basic requirements, while Level AAA includes the most stringent requirements.

The guidelines are not a legal requirement, but they are widely adopted by organizations and governments around the world to ensure that their websites are accessible to everyone.

Assistive Technology Tools

Explore the links below for some useful assistive technology tools.

Text-to-speech tools:

Note-Taking tools:

Voice recognition:

Adaptive keyboards

Switches:

AAC (augmentative and alternative communication) devices:

Screen Readers:

Alternative Formats:

Captioning:

Get Certified

We've put together a university credit-rated curriculum that covers everything you need to know to become a certified Universal Designer.

There are no scheduled learning activities and interventions. You will receive support from a learning tutor to guide you through the process. The learning experience also includes networking with your peers on a social learning platform and practical project work. There are live virtual classrooms every two weeks for students going through the certification programme.

Click here to find out more.

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What are Accessibility and Universal Design Principles for Learning?

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Accessibility and Universal Design are two important concepts for digital learning designers who are creating courses that are inclusive and accessible to all learners, regardless of their abilities...

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How do you get your audience to remember and engage with your digital learning content? Every learning designer faces this challenge.

While there are many creative, experimental approaches in one's toolkit, Richard Mayer's 12 Principles of Multimedia Learning is a simple framework that serves as a helpful guide.

No matter what you are creating - training videos, eLearning courses, PowerPoint presentations - Mayer's principles can help make your content more engaging and effective.

What is multimedia learning?

Multimedia learning is a form of digital instruction that uses two modalities at the same time. Modalities are visual elements (like images, animations, text, and videos) and audio (music, voiceover). You experience multimedia learning any time you watch a YouTube video or take a Coursera course; both visual and audio happening at the same time.

Researcher Richard Mayer wrote a book called Multimedia Learning where he explains his research on how best to structure content to maximize learner comprehension. Here is a brief overview of the key principles from his book:

1. The Coherence Principle

First up is the Coherence Principle, which states that humans learn best when extraneous, distracting material is not included.

Simply said, cut out the extras. Use only information the learner absolutely needs. Most often, that means simple text and visuals that relate directly to the learning topic. Remove the fluff.

How to use the Coherence Principle:

You can use the Coherence Principle as you're planning your visual elements. Ask yourself, "Is this image 100% necessary to help with comprehension? Could I find a better image? Does this message use simple enough language so the audience will understand?"

The Coherence Principle is also helpful when you're editing a video. As you re-watch your edit, watch with a critical "Coherence Principle" eye. Be actively thinking how you can reduce, simplify, and clarify.

2. The Signaling Principle

Next up is the Signaling Principle, which means humans learn best when they are shown exactly what to pay attention to on screen. If the screen is filled with unnecessary information, how is the learner supposed to know the most important part?

How to use the Signaling Principle:

Use the signaling principle by thoughtfully highlighting important words. Use animated arrows and annotations to call out important information.

Another way you can use the signaling principle is by having slides or scenes that clearly separate sections. This is a quick and easy way to signal to the learner that you're moving on to the next topic.

3. The Redundancy Principle

Next up? The Redundancy Principle. This principle suggests humans learn best with just narration and graphics, as opposed to narration, graphics, and text. The theory here is that if you already have narration and graphics, then the text on top is just redundant information. And this can be overwhelming for a learner.

How to use the Redundancy Principle:

You can use this principle for videos or eLearning courses that have narrated audio. Create your videos with graphics or text, but not both together. If you do include both, make sure your text is minimal.

Personally, I enjoy reading text on screen. It helps me learn and reinforce the audio. So I suggest, whenever possible, to include optional closed captioning the learner can turn on or off.

4. The Spatial Contiguity Principle

The Spatial Contiguity Principle is about the actual space between your text and visuals on the screen. It states that humans learn best when relevant text and visuals are physically close together.

How to use the Spatial Contiguity Principle:

If you're creating a video, keep all related text and graphics physically close together in your frame. This makes it easier for learners to process the information, using less energy to determine meaning. Make it easy for your audience to know where to look for information.

5. The Temporal Contiguity Principle

The Temporal Contiguity Principle states that humans learn best when corresponding words and visuals are presented together, instead of in consecutive order.

How to use the Temporal Contiguity Principle:

If you're introducing a new process, the animation (or visual) should be occurring at the same time as the voiceover audio. This is preferred to having the voiceover audio play first, then watching a visual after. You can use this by making sure your voiceover audio is always timed well with your visuals or animations.

6. The Segmenting Principle

The Segmenting Principle states that humans learn best when information is presented in segments, rather than one long continuous stream. Mayer found that when learners can control the pace of their learning, they performed better on recall tests.

How to use the Segmenting Principle:

You can use this principle by providing learners with more control over their learning. Add next buttons. Allow video speed control up to 2x. Provide closed captioning on/off.

This principle also suggests that learning is broken up into smaller, bite-sized chunks. Keep it short and to-the-point. Make sure that no one lesson, slide, or video has too much information packed in it.

7. The Pre-Training Principle

The Pre-Training Principle states that humans learn more efficiently if they already know the basics. If learners are prepared by knowing simple definitions, terms, or concepts, it helps with memory retention and engagement.

This makes sense. If you want to learn something new, the basics are the most important part. You need to know the basics before you learn anything else.

How to use the Pre-Training Principle:

Create an introductory "guide" or "cheat sheet" for learners to use before they take your course. Or create an entire "pre-training" lesson dedicated to understanding the basics, before the learner moves into the actual course.

8. The Modality Principle

The Modality Principle states that humans learn best from visuals and spoken words, opposed to visuals and printed words. This means you should use text on screen sparingly, and only if there are visuals to accompany it. If there is too much text, learners will be overwhelmed.

How to use the Modality Principle:

Use less text on the screen. Use more visuals. If you need to, use text minimally to define key terms, list steps, or provide directions.

9. The Multimedia Principle

The Multimedia Principle states that humans learn best from words and visuals together, opposed to just words alone. This principle is the main idea behind Mayer's principles. Images and words work better together than either one on its own.

How to use the Multimedia Principle:

Think about the images you choose carefully. Each visual should help your audience understand the information better.

10. The Personalization Principle

The Personalization Principle states that humans learn better from a casual voice than a formal voice. A genuine human tone makes the experience more natural and therefore, easier to learn from.

How to use the Personalization Principle:

Keep your language simple and easy to understand. Avoid using jargon or overly professional text, and try to use the first person (you, I, we, our). You can also match the tone of your voiceover to enhance personalization.

11. The Voice Principle

The Voice Principle states that humans learn better from a human voice than a computer voice. Similar to the prior principle, people learn best when the tone is human-like.

How to use the Voice Principle:

Use a human for audio narration and voiceovers. Record your own or hire a professional. To ensure that your audio sounds high quality, use a professional microphone and master the audio in editing software.

AI-generated voiceover has come a long way. Companies like WellSaid Labs convert text to voice in real time. You can create human-sounding voiceovers in just a few clicks. Their software is pretty impressive! I highly recommend you check them out.

12. The Image Principle

The Image Principle suggests that humans may not learn better from videos with instructors on screen (also called 'talking head' videos). This type of video is very common in eLearning courses and MOOCs. Note that the research on this topic is still in its early stages, so it's best to take this suggestion with a grain of salt.

The argument for this principle is that if there is important information to be learned, it will be more effective if you show relevant visuals on the screen instead of a talking head. It's a more productive use of visual real estate.

How to use the Image Principle:

I believe talking heads do provide some value for the learner by building credibility and trust with the instructor. Once established, you can limit your talking head video as the course dives deeper into the content. Animations and visuals are helpful tools to reinforce the audio voiceover.

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And there you have it, Mayer's 12 Principles of Multimedia. Try out these simple principles and see if it helps you create learning content your audience remembers and engages with.

Got a question or suggestion about this article? Drop a comment and I'll get back to you.

Happy creating! 🎨

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How to Use Mayer's 12 Principles of Multimedia Learning [Examples Included]

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👉 Want to try a new reading platform? Read this article on Medium or Mirror How do you get your audience to remember and engage with your digital learning content? Every learning designer faces this challenge. While there are many creative, experimental approaches in one's toolkit, Richard Mayer's

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In this guide, you'll learn about:

The six levels of thinking and how to apply them throughout a lesson plan;

The three key domains, cognitive, affective and psychomotor, and their importance;

How Bloom's taxonomy can aid in active learning, as well as in formative and summative assessments.

Finally, we'll address some of the criticisms of Bloom's taxonomy, and how to address these in your classroom planning.

Table of contents

1.0. What is Bloom's taxonomy?

2.0. The history of Bloom's taxonomy

2.1. Original Bloom's taxonomy from 1956

2.2. Revised Bloom's taxonomy from 2001

3.0. Why is Bloom's taxonomy important?

4.0. The levels of thinking in Bloom's taxonomy

4.1. What the levels of thinking in Bloom's taxonomy mean

4.2. How to use the levels of thinking

4.4. Level 2: Understanding

5.0. Learning objectives in Bloom's taxonomy

5.1. The cognitive domain in Bloom's taxonomy

5.2. The affective domain in Bloom's taxonomy

5.3. The psychomotor domain in Bloom's taxonomy

6.0. How to use Bloom's taxonomy in the classroom

6.1. Using Bloom's taxonomy in lesson planning and course design

6.2. Bloom's taxonomy and active learning

6.3. Bloom's taxonomy and formative assessment

6.4. Bloom's taxonomy and summative assessment

6.5 Bloom's Taxonomy for adjunct professors

7.0. Bloom's Taxonomy question stems

8.0. Problems with Bloom's taxonomy

8.1. Creativity as a goal, not as a tool

1. What is Bloom's taxonomy?

Bloom's taxonomy is a framework for learning, teaching and educational achievement in which each level depends on the one below. It's often depicted in the form of a pyramid-similar to Maslow's hierarchy of needs.

Basic knowledge, the first stage of learning, leads to the development of the skills and abilities that are crucial to completing the pedagogical process: Comprehension, application, analysis, synthesis and evaluation. While there are subcategories within each, each stage lies on a continuum. The belief is that students move up through each level of the pyramid in Bloom's taxonomy, starting from very basic learning, to acquire deeper knowledge on a subject, with each level crucial to the development of the next.

Teachers can apply Bloom's taxonomy by asking questions and delivering assignments that directly correlate with specific learning objectives in each stage of the process, making the objectives clear to the student. For example, posing multiple-choice questions can help gauge a student's level of basic understanding and remembering of a subject, while asking a student to come up with a comparison or analogy points towards entering the application or analysis stage.

2. The history of Bloom's taxonomy

2.1. Original Bloom's taxonomy from 1956

In the 1940s, Benjamin Bloom, along with his collaborators Max Englehart, Edward Furst, Walter Hill and David Krathwohl, devised Bloom's taxonomy to place educational goals into specific categories, with the belief that this classification would be useful to better assess college student performance.

Each year for the following 16 years, Bloom and his colleagues revised and refined the framework at the American Psychological Association convention. In 1956, the final version was published as the Taxonomy of Educational Objectives , showing the path of educational attainment through six orders of learning.

"After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning."

Benjamin Bloom

The original taxonomy has served as the backbone of many teaching philosophies ever since. While it initially aided in the assessment of students, it quickly became a tool for teachers to devise their curriculum, outline clear learning objectives, and design classroom activities. It has been adapted for use in classrooms from K-12 to college and at the university level.

Benjamin Bloom and several of his peers developed Bloom's Taxonomy in 1956 to better assess college student performance.

Bloom's Taxonomy consists of six different levels of learning that build on one another to guide students and educators through the stage of educational attainment.

2.2. Revised Bloom's taxonomy from 2001

In 2001, a group of cognitive psychologists, curriculum theorists, instructional researchers and testing assessment specialists led by Lorin Anderson, a colleague of Krathwohl's and former student of Bloom's, aimed to reorganize and create a revised Bloom's taxonomy . This involved putting together a series of more dynamic concepts for the classification system as compared to the original static, one-dimensional levels of educational objectives.

At the core of the revision of Bloom's taxonomy is the use of to replace nouns-providing learners with clearer objectives for what is expected of them.

The new revision swaps the two final Bloom's taxonomy levels of learning, Synthesis/Evaluation, making them clearer and emphasizing the application of knowledge, which is the end goal of effective learning.

Additionally, Bloom's revised taxonomy separates the cognitive domain , which consists of all of the levels involved in learning noted above, into four distinct types within a matrix: factual, conceptual, procedural and metacognitive.

Factual knowledge is characterized by terminology and discrete facts. Conceptual by categories, principles, theories, and models, looking at the relationships among all elements within a larger structure that helps it work together. Procedural is the knowledge of a specific technique, process, or methodology: essentially, how to do something. Finally, metacognitive defines a student's self-assessment of their ability and knowledge of different skills and techniques. The question this attempts to answer is this: Is the student aware of their cognition or learning?

The matrix organization of the revised version of Bloom's taxonomy is designed to be a more precise form of thinking about learning, making it easier for educators to create clear objectives for lesson planning and student evaluation. It also makes it simpler for students to understand what is expected of them.

Revised Bloom's Taxonomy focuses on the use of verbs and action words to provide learners with a clearer understanding of what is expected of them.

Bloom's revised taxonomy separates the cognitive domain into four distinct types within a matrix: factual, conceptual, procedural and metacognitive.

3. Why is Bloom's taxonomy important?

Bloom's taxonomy has been actively used by teachers from K-12 to college instructors for over five decades. Yet it is still just as important today as it was in the 1950s.

At the heart of Bloom's taxonomy framework is the ability to create achievable learning goals that teachers and students understand, and build a definitive plan to meet them. Instructors are encouraged to view learning objectives in behavioral terms, such that they can see what students are capable of as a direct result of the instruction they have received at each level, without the need for class-wide generalizations.

Using the categorization, educators can more effectively organize objectives and create lesson plans with appropriate content and instruction to lead students up the pyramid of learning. Educators can also design valid assessment tools and strategies to ensure each category is met in turn, and that each part of the course material is in line with the level's objectives, whether it's basic knowledge at the beginning of a course (e.g. remembering and recalling basic concepts), or applying that knowledge towards the middle of a school year (e.g. using the learned information in specific settings by solving problems.) For students, Bloom's levels bridge the gap between what they know now, and what they need to learn to attain a higher level of knowledge.

At the end of the learning process, the goal with Bloom's taxonomy is that a student has honed a new skill, level of knowledge, and/or developed a different attitude towards the subject. And that teachers can effectively assess this learning on an ongoing basis, as the course moves through each stage of the framework.

Bloom's Taxonomy is essential because it helps educators identify achievable learning goals and develop plans to meet them.

The Bloom's Taxonomy framework allows educators to assess learning on an ongoing basis, encouraging students to reflect on their progress.

4. The levels of thinking in Bloom's taxonomy

This pyramid, courtesy of the Vanderbilt University Center for Teaching, represents the revised Bloom's taxonomy framework and educational objectives and outlines the key levels of thinking.

It starts with the most basic level of knowledge at the bottom, Remembering, whereby students recall facts and basic concepts, and moves up towards the pinnacle: Create, where new or original work is produced in some fashion.

4.1. What the levels of thinking in Bloom's taxonomy are, explained

In any learning environment, according to Bloom's taxonomy, it's critical to start from the bottom level and work your way up. The lower-order skills require less cognitive process but provide an important base for learning. Meanwhile, the higher Bloom's levels require deeper learning and a greater degree of cognitive processing, which, presumably, can only be achieved once the lower-order skills have been mastered.

Bloom's Taxonomy is a hierarchical framework that encourages learners to work their way up towards higher-order thinking and cognitive tasks.

4.2. How to use the levels of thinking

Each level of Bloom's taxonomy should be addressed before moving on to the next. When course planning, bear in mind the implications-how quickly to introduce new concepts, when to reinforce them and how to test them.

The first stage, Rremember, is about recalling facts and concepts. A student can define and duplicate, make a list, memorize points, repeat information, and make valid statements. But this does not prove comprehension.

This is where Understand, the next level comes in. The student explains ideas and concepts, discusses and describes a topic in detail, explains what it means, recognizes it and translates the facts in some way. They can paraphrase a point, or compare and contrast information.

Once this level is conquered, students move up the pyramid to the next stage of learning: Apply. They use the information they've learned in new situations, whether to solve a problem, demonstrate an idea, interpret, schedule, sketch-whichever method works for the specific type of learning, course of study, and/or class environment.

Then, they must draw connections between ideas in the Analyze level of Bloom's taxonomy, and differentiate, organize, relate, compare, contrast, examine, question or test their knowledge. Critical thinking finally comes into play, as the student distinguishes between fact and opinion, and breaks information down into component parts.

In the evaluate stage, the student can justify a stand or decision by appraising a situation, arguing, defending, judging, critiquing, supporting, or weighing in with thoughts based on the knowledge and application they've acquired thus far. In the original version of Bloom's taxonomy, this was considered the pinnacle of learning. But in the revised version, Create (which Bloom originally called Synthesis) is at the top of the pyramid. There, students produce new or original work.

Something can't be understood without first remembering it; can't be applied without understanding it; must be analyzed before evaluating it; and an evaluation needs to have been conducted before making an accurate conclusion.

Using verbs and actions allows educators to encourage success through each level of thinking in Bloom's taxonomy, and accurately measure learning. Do so by defining learning outcomes, and breaking them down as parts of a lecture. Use three key pillars to achieve this: condition (the resource being used), performance (what students should accomplish by the end), and criteria (the method of measuring success).

Importantly, some education-related words like include, understand and learn can't be measured in a meaningful way. Following the framework of Bloom's taxonomy makes performance actionable and effective, using verbs that set clear expectations that can be specifically measured.

Students progress their way through Bloom's Taxonomy levels sequentially with activities that quantifiably measure their progress towards learning objectives.

4.3. Level 1: Remembering

In the first stage of Bloom's taxonomy, you might ask students to recite something you've taught them, quoting information from memory based on previous lectures, reading material, and notes. Educators can use verbs like define, describe, identify, label, list, outline, recall, and reproduce to effectively measure success in this stage. It's the most basic level in Bloom's taxonomy, but represents an important foundation; a stepping stone toward deeper learning. A basic way to test learning on this level is simple questions and answer periods, or multiple-choice questions. This shows that the student can memorize facts and recall them. But it does not yet suggest that students understand the material.

The first level of Bloom's Taxonomy is remembering. This level helps build a solid foundation and acts as a stepping stone towards more complex learning. At this level, students are asked to memorize and recall facts.

4.4. Level 2: Understanding

Ask students to discuss a problem or idea in their own words, to evaluate their comprehension from the "remembering" stage of Bloom's taxonomy. For example, they might have to paraphrase a story or definition, explain a concept in their own words, tell a story that relates to it, or provide analogies. To measure this, we can use verbs like defend, explain, generalize, paraphrase, summarize and translate. A student who reaches this level can interpret the materials, and demonstrate comprehension of the material.

The second level of Bloom's Taxonomy is understanding. This level asks students to explain course concepts in their own words.

4.5. Level 3: Applying

The student will now have to take what they've learned and apply it to a scenario outside of the classroom. For example, they can use a math formula they've learned to calculate a family budget in the real world or apply a legal ruling to a specific case in the news headlines. Verbs to use in this stage of Bloom's taxonomy include apply, demonstrate, predict, show, solve or use. That could come in the form of collaborative group projects or the composition of a blog.

The third level of Bloom's Taxonomy is applying. This level encourages students to extend their learning outside the classroom by finding similarities and differences in the real world.

4.6. Level 4: Analyzing

Now it's time to reach the higher half of the learning levels in Bloom's taxonomy. Here, students can draw connections between ideas, utilize critical thinking, and break down knowledge into the sum of its parts. This can include using logical deduction to figure out how a piece of equipment works, or finding fallacies in the reasoning of an argument. Key verbs for measurement include analyze, break down, compare, contrast, differentiate, deconstruct and infer. Upon achieving this level of Bloom's taxonomy, a student can demonstrate that they fully understand the material on the whole, and its component parts. They might be able to draw diagrams or deconstruct thought processes.

The fourth level of Bloom's Taxonomy is Analyzing. This level allows students to use their critical thinking skills to understand how or why different concepts work together.

4.7. Level 5: Evaluating

Here is where the student makes an educated judgment about the value of the material they've just learned, applied and analyzed, to be able to tell the difference between fact and opinions or inferences. That could include finding an effective solution to a problem, or justifying a specific decision and being able to back up that justification with knowledge. Appraise, conclude, critique, evaluate, support and summarize are all good verbs to use in this level of Bloom's taxonomy. Tools like surveys and blogs can help in this particular level.

The fifth level of Bloom's taxonomy is Evaluating. This level asks students to make value judgments about the material they've learned.

4.8. Level 6: Creating

In the final level of Bloom's taxonomy, the student demonstrates full knowledge by applying what they've learned, analyzed and evaluated, and building something, either tangible or conceptual. That could include writing a manual or report on a particular topic, designing a piece of machinery, or revising a process to improve the results. Verbs to use include categorize, combine, compile, devise, design, generate, modify and write. Projects can range from detailed essays that put parts of the learning together to form a whole concept or idea, or networking with others to discuss the merits of a study.

The sixth level of Bloom's Taxonomy is Creating. This level encourages students to demonstrate their knowledge by building something tangible or conceptual.

5. Learning objectives in Bloom's taxonomy

Bloom's taxonomy is further divided into three distinct learning objectives, or domains of educational activities: cognitive, affective, and psychomotor. These are also referred to by the acronym KSA, for Knowledge (cognitive), Skills (psychomotor), and Attitudes (affective). The goal is that by the end of a learning session, the student will have acquired new knowledge, skills and attitudes towards a subject.

5.1. The cognitive domain in Bloom's taxonomy

Knowledge and development of intellectual skills is at the heart of the cognitive domain of Bloom's taxonomy, whereby a student can recall or recognize facts, patterns, and concepts that will serve as a foundation for deeper learning. This is where the six key facets of Bloom's taxonomy-Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation-come in.

5.2. The affective domain in Bloom's taxonomy

In this domain, students have new feelings or emotions about the subject, and/or themselves. They should be able to place more value on something, and have a greater appreciation for it, along with different motivations and attitudes. In a medical or caregiving setting, students might be able to demonstrate empathy towards patients or children. Students can be assessed in several ways when it comes to the affective domain, such as their ability to listen with respect and provide their unwavering attention, actively participate in class discussions, resolve conflicts and exhibit consistent and pervasive behaviors that reflect their internalized values.

5.3. The psychomotor domain in Bloom's taxonomy

The psychomotor domain is one of the later additions to Bloom's taxonomy, as the original team did not believe they had sufficient knowledge in teaching such skills at the post-secondary level. In this domain of Bloom's taxonomy, students develop manual or physical skills. There are three versions: physical movement, coordination and the use of motor skills. A student in a medical setting might demonstrate psychomotor development by properly stitching a wound; a student of construction through an understanding of how to operate a backhoe. Psychomotor skills can represent basic manual tasks, like washing a car or planting a garden, as well as more complex activities, like operating heavy machinery or following choreographed dance steps. Psychomotor skills are measured in terms of speed, precision, distance, procedures and technique.

Bloom's taxonomy consists of three domains of educational activities. These domains are cognitive, psychomotor and affective.

Instructors are encouraged to design learning plans so that students will have acquired new knowledge, skills and attitudes towards a subject.

6. How to use Bloom's taxonomy in the classroom

6.1. Using Bloom's taxonomy in lesson planning and course design

Educators can use the tools of Bloom's taxonomy to precisely focus curricula throughout the year on specific parts of the framework, ensuring that students demonstrate the proper cognitive abilities in each assignment and exam before moving on to the next.

This way, students can have clear, concise, and measurable goals to achieve. They answer questions and complete tasks based on which objective is the focus at the time, using measurable verbs like the ones previously noted for each level to elicit the proper types of responses. For example, questions asking students to compare, discuss, and predict will help their basic understanding of a project, while the use of verbs like "investigate" and "relate" suggest that they've moved on to the analyzing stage.

Students can move from the lower levels to the higher Bloom's levels of learning through course materials, topics, lectures, assignments and in-classroom activities that are fine-tuned to help them succeed. Following the framework of Bloom's taxonomy, assignments and classroom learning can be restructured to ensure that they fall in line with each level in succession, so students have the critical tools to move towards achieving that all-important deeper level of learning: the top of the Bloom's taxonomy pyramid.

Educators should consider designing lesson and curriculum plans following Bloom's Taxonomy. This way, students can build on their learning and progress through the levels throughout the term.

6.2. Bloom's taxonomy and active learning

In modern classrooms, students aren't always sitting passively in front of a lecturer. Mobile devices and online course materials are the norms. It's a testament to the versatility of Bloom's taxonomy that fits extremely well into lesson planning for active learning.

In the Remember stage of Bloom's taxonomy, instead of sitting back and absorbing information, you could ask students to challenge each other to recollect facts, or make a list at the end of the class of the most important facts they learned that day. And in the Analyze stage of Bloom's taxonomy, you can spark class discussions by exploring problems, comparisons, and examining how a subject might relate to students' everyday lives.

Being explicit about expectations in class can also help guide students in the right direction-a great application of metacognition within Bloom's taxonomy. In this way, you can help students take responsibility for their learning. For instance, in a marketing class, teachers can instruct students that, by the middle of the term, they should not only know the components of an effective TV commercial, but why each is important, and how they holistically work together to achieve the goals of the company placing the advertisement.

Each of Bloom's Taxonomy levels is designed with active learning in mind. This way, students feel a sense of responsibility for their learning.

6.3. Bloom's taxonomy and formative assessment

A student's grade isn't directly impacted by ongoing, or formative, assessment, but it's a way for educators to gauge how well students are learning, and moving up the Bloom's taxonomy hierarchy. Formative assessment is not a scale that determines the success or failure of a student; instead it's used as a tool for teaching.

Focus on what you want students to achieve, using Bloom's taxonomy as a guide, as opposed to whether a specific activity will contribute toward their overall grade. Develop concrete learning objectives for each stage, and give the students clear expectations. Identify what action a student should be taking with your assignment, and to which level it applies. Then, match suggested assessment techniques and questions to the lecture, and choose activities that will encourage results.

In the Remember and Understand stage of Bloom's taxonomy in an entry-level class, for example, multiple-choice or true or false questions make sense.

Once you reach the top Analyze, Evaluate, and Create levels of Bloom's taxonomy, whether it's in an advanced class or toward the end of the course, consider oral examinations or written essays. Even if they aren't tied to a grade, the assignments can paint a picture of how much the students have truly learned to date so educators can tweak course materials or their approach. This will help better prepare students to succeed when it comes time for summative assessment.

Bloom's taxonomy can be used to test and reinforce learning as the term progresses. Educators can course-correct and refocus on areas of learning where students are struggling.

6.4. Bloom's taxonomy and summative assessment

For assignments and exams that impact grading, Bloom's taxonomy can also apply. Typically, mid-term exams might cover material and learning that fits closer to the bottom of the pyramid, in Remembering, Understanding, and Applying.

When you get to final exams, however, this is when it can be useful to assess learning towards the top of the pyramid, including Analyzing, Evaluating, and Creating. Students should be able to apply their knowledge to everyday situations beyond course material, provide informed opinions and defend them, and consider additional questions that need to be addressed, including providing examples. Perhaps ask them to make a booklet outlining five to ten important rules, a mock marketing campaign, a flowchart, or a series of tips based on their learning. By the time you get to the summative assessment, the results should indicate a deeper level of learning that fits within the top of Bloom's taxonomy pyramid.

Bloom's Taxonomy allows students to apply their knowledge in creative ways. Educators can use the later levels to design flexible assessments that let students demonstrate their learnings in ways that make sense for them/

6.5. Bloom's taxonomy for STEM Classes

With so much emphasis on ensuring students meet math and science standards, particularly in introductory courses, higher-order thinking skills are sometimes deprioritized. With most STEM assessments consisting of multiple-choice questions, which tend to focus on the lower levels of Bloom's Taxonomy, there just doesn't seem to be enough time to cover higher levels. Unfortunately, much of what students will need in order to be successful outside the classroom requires them to proficiently apply, analyze, synthesize, and evaluate information.

The good news is that STEM subjects lend themselves well to Bloom's Taxonomy's higher levels. Educators can help students internalize course concepts by designing engaging activities in which they practice learning through higher-order question stems. They'll not only perform better on assessments, but they'll also be better prepared to apply their learnings outside the classroom as well.

7. Bloom's taxonomy question stems

Bloom's revised taxonomy gives educators the ability to construct a curriculum to assess objective learning outcomes. Pre-created Bloom's taxonomy question stems make engaging students in each of these levels easier. This way, educators can plan opportunities for students to learn, reflect and assess their learning in motivating and creative ways throughout the term.

8. Problems with Bloom's taxonomy

Bloom's taxonomy is by no means a hard and fast rule book that needs to be followed to a tee; it's a theoretical construct that can be interpreted in many ways to fit individual teaching styles, courses, and lesson plans. Some believe that it is only appropriate for the lower Bloom's taxonomy levels of learning and that it fails to address more recent developments in cognitive psychology, including the ability for students to create knowledge in their minds throughout the learning process. Some also frown on the idea that students must start at the lowest level and work their way up before engaging in a meaningful dialog about facts, which isn't always necessarily the case.

8.1. Creativity as a goal, not as a tool

Sometimes, creativity isn't just a goal, it's a tool that can be effectively used to further learning. You could ask students to create something in the first lesson, like a mock advertisement in a marketing class, or a proposed solution to global warming. Educators can deconstruct and compare the results with them, and use that creative project to introduce facts, concepts, and basic knowledge of the topic. In that respect, while the components of the framework are always the same, it isn't always necessarily organized neatly into a pyramid, as with the original Bloom's taxonomy. Bloom's taxonomy structure can morph into everything from a circle, to a web, a flower, or even a mandala (below) in design, showing each level of learning feeding into one another and occurring at different points in the process. No matter which way you slice (or organize) Bloom's taxonomy, though, it always uses the six key principles to result in deeper learning.

Bloom's taxonomy mandala. Based on an image from K. Aainsqatsi

8.2. Over-reliance

As with any construct, there's always room for improvement. With Bloom's taxonomy, the 21st-century revision proved there was further refinement and adjustments necessary to make the framework relevant for future decades. Sticking to the template without thinking about the reasons behind it can lead to an over-reliance on the literal interpretation of Bloom's taxonomy. Just because a student can defend a position, for example, doesn't mean they're doing so in anything more than a superficial way. And the ability to come up with a detailed plan isn't evidence that the plan itself is the result of good judgment and analysis. There's more than meets the eye to learning and education, but using Bloom's taxonomy as a guide to ensure all six of Bloom's taxonomy levels of learning are covered, in whichever way works best, can put you on the right path to success.

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Ultimate Guide To Implementing Bloom's Taxonomy in Your Course | Top Hat

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UPDATED] Make your assessments and discussions more about analysis and application than memorization. Our free guide on Bloom's taxonomy can help.

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This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events and corresponding cognitive processes:

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)

3. Stimulating recall of prior learning (retrieval)

4. Presenting the stimulus (selective perception)

5. Providing learning guidance (semantic encoding)

6. Eliciting performance (responding)

7. Providing feedback (reinforcement)

8. Assessing performance (retrieval)

9. Enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).

Application

While Gagne's theoretical framework covers all aspects of learning, the focus of the theory is on intellectual skills. The theory has been applied to the design of instruction in all domains (Gagner & Driscoll, 1988). In its original formulation (Gagne, 1 962), special attention was given to military training settings. Gagne (1987) addresses the role of instructional technology in learning.

Example

The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective, Recognize an equilateral triangle:

1. Gain attention - show variety of computer generated triangles

2. Identify objective - pose question: "What is an equilateral triangle?"

3. Recall prior learning - review definitions of triangles

4. Present stimulus - give definition of equilateral triangle

5. Guide learning- show example of how to create equilateral

6. Elicit per formance - ask students to create 5 different examples

7. Provide feedback - check all examples as correct/incorrect

8. Assess performance- provide scores and remediation

9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes.

Principles

1. Different instruction is required for different learning outcomes.

2. Events of learning operate on the learner in ways that constitute the conditions of learning.

3. The specific operations that constitute instructional events are different for each different type of learning outcome.

4. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

References

Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276.

Gagne, R. (1985). The Conditions of Learning (4th Ed.). New York: Holt, Rinehart & Winston.

Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.

Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.

Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.

Related Websites

The following web site provides further information about Gagne and his work

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Conditions of Learning (Robert Gagne) - InstructionalDesign.org

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This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive s…

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So in the past decade, I have been digging deep into forming a complete Gamification framework to analyze and build strategies around the various systems that make a game fun.

I saw that almost every game is fun because it appeals to certain Core Drives within us that motivate us towards certain activities. I also noticed that different types of game techniques push us forward differently: some in an inspiring and empowering way, while some in a manipulative and obsessive manner. I drilled down to find what differentiates one type of motivation to another.

The end result is the Gamification Framework called Octalysis, designed as an octagon shape with 8 Core Drives representing each side.

With many years of trials and adjustments, I believe that, besides a ninth hidden Core Drive called "Sensation," everything you do is based on one or more of the 8 Core Drives.

Epic Meaning & Calling is the Core Drive where a player believes that he is doing something greater than himself or he was "chosen" to do something. A symptom of this is a player that devotes a lot of his time to maintaining a forum or helping to create things for the entire community (think Wikipedia or Open Source projects). This also comes into play when someone has "Beginner's Luck" - an effect where people believe they have some type of gift that others don't or believe they were "lucky" to get that amazing sword at the very beginning of the game.

Development & Accomplishment is the internal drive of making progress, developing skills, and eventually overcoming challenges. The word "challenge" here is very important, as a badge or trophy without a challenge is not meaningful at all. This is also the core drive that is the easiest to design for and coincidently is where most of the PBLs: points, badges, leaderboards mostly focus on.

Empowerment of Creativity & Feedback is when users are engaged in a creative process where they have to repeatedly figure things out and try different combinations. People not only need ways to express their creativity, but they need to be able to see the results of their creativity, receive feedback, and respond in turn. This is why playing with Legos and painting are fun in-and-of themselves and often become Evergreen Mechanics, where a game-designer no longer needs to continuously add more content to keep the activity fresh and engaging.

This is the drive where users are motivated because they feel like they own something. When a player feels ownership, she innately wants to make what she owns better and own even more. Besides being the major core drive for wanting to accumulate wealth, this deals with many virtual goods or virtual currencies within systems. Also, if a person spends a lot of time to customize her profile or her avatar, she automatically feels more ownership towards it too. Finally, this is also the core drive that makes collecting stamps or puzzle pieces fun.

This drive incorporates all the social elements that drive people, including: mentorship, acceptance, social responses, companionship, as well as competition and envy. When you see a friend that is amazing at some skill or owns something extraordinary, you become driven to reach the same level. Also, it includes the drive we have to draw closer to people, places, or events that we can relate to. If you see a product that reminds you of your childhood, the sense of nostalgia would likely increase the odds of you buying the product. This Core Drive is relatively well-studied too, as many companies these days are putting a lot of priority on optimizing their online social strategies.

This is the drive of wanting something because you can't have it. Many games have Appointment Dynamics (come back 2 hours later to get your reward) - the fact that people can't get something right now motivates them to think about it all day long. This is the Core Drive utilized by Facebook when it first started: at first it was just for Harvard. Then it opened up to a few other prestigious schools, and eventually all colleges. When it finally opened up to everyone, many people wanted to join because they previously couldn't get in it.

Generally, this is a harmless drive of wanting to find out what will happen next. If you don't know what's going to happen, your brain is engaged and you think about it often. Many people watch movies or read novels because of this drive. However, this drive is also the primary factor behind gambling addiction. Also, this core drive is utilized whenever a company runs a sweepstake or lottery program to engage users. The very controversial Skinner Box experiments, where an animal irrationally presses a lever frequently because of unpredictable results, are exclusively referring to the core drive of Unpredictability & Curiosity, although many have misunderstood it as the driver behind points, badges, and leaderboard mechanics in general.

This core drive is based upon the avoidance of something negative happening. On a small scale, it could be to avoid losing previous work. On a larger scale, it could be to avoid admitting that everything you did up to this point was useless because you are now quitting. Also, opportunities that are fading away have a strong utilization of this Core Drive, because people feel like if they didn't act immediately, they would lose the opportunity to act forever.

Within Octalysis, the Core Drives on the right are Right Brain Core Drives, being more related to creativity, self-expression, and social aspects.

The Core Drives on the left are Left Brain Core Drives, being more associated to logic, calculations, and ownership.
: the Left Brain/Right Brain Core Drives are not considered true brain science; they are merely symbolic as it makes the framework easier and more effective when designing. It's useful dividing things up between the logical and the emotional, and I just named them Left Brain/Right Brain Core Drives so people can remember them easily.
Interestingly, Left Brain Core Drives are Extrinsic Motivators - you are motivated because you want to obtain something, whether it be a goal, a good, or anything you cannot obtain; on the other hand, Right Brain Core Drives are Intrinsic Motivators: you don't need a goal or reward to use your creativity, hangout with friends, or feel the suspense of unpredictability - the activity itself is rewarding on its own.

This is important, because many companies aim to design for motivation based on Extrinsic Motivators, such as giving users a reward at the end. However, many studies have shown that once you stop offering the extrinsic motivator, user motivation will often decrease to much lower than before the extrinsic motivator was first introduced.

It's much better for companies to design experiences that motivate the Right Brain Core Drives, making something in of itself fun and rewarding, so users continuously engage in the activity.

Another element to note within Octalysis is that the top Core Drives in the octagon are considered very positive motivators, while the bottom Core Drives are considered negative motivators.

Techniques that utilize the top Core Drives are called "White Hat Gamification," while techniques that utilize the bottom Core Drives are called "Black Hat Gamification".

If something is engaging because it lets you express your creativity, makes you feel successful through skill mastery, and gives you a higher sense of meaning, it makes users feel very good and powerful.

On the other hand, if you are always doing something because you don't know what will happen next, you are constantly in fear of losing something, or because there are things you can't have, even though you would still be extremely motivated to take the actions, it can often leave a bad taste in your mouth.

The problem with Zynga games, according to the Octalysis framework, is that they have figured out how to do many Black Hat Game Techniques, which drive up revenue numbers from users, but it doesn't make users feel good. So when a user is finally able to leave the system, they will want to, because they don't feel like they are in control over themselves, just like gambling addiction.

Keep in mind that just because something is Black Hat doesn't mean it is necessarily bad - these are just motivators - and they can be used for productive and healthy results or malice and manipulative ones. Many people voluntarily submit themselves into Black Hat Gamification in order to go to the gym more often, eat healthy, or avoid hitting the snooze button every morning.

A good Gamification expert will consider all 8 Core Drives on a positive and productive activity so that everyone ends up happier and healthier.

Keep in mind that a good gamified system doesn't need to have all of the Core Drives, but it does need to do really well with the ones it does implement. Some extremely successful products do very, very well with Social Influence, while others just utilize Scarcity.

In order to come up with an Octalysis score, you take how good the subject of analysis is in each core drive, assign a number between 0-10 based on personal judgement, data, and experience flows, and then square that number to get the Core Drive Score. Once you add up all 8 Core Drive Scores, you will get your final Octalysis Score.

Of course, the Score itself is not very useful or actionable, so I always tell my clients to focus on what Core Drive is lacking, instead of being obsessed with their "score."

Now that we have the Gamification Framework laid out, the next step is to figure out how to utilize this framework.

Generally, any good and engaging product or system will have at least one of the core drives listed above.

The way to use Octalysis is to identify all the game mechanics that are used to appeal to each Core Drive and list it next to the Core Drive of the Octagon.

Afterwards, based on how strong these game mechanics are, each side of the Octagon will expand or retract.

If a side crosses the inside Octagon, then that side is extremely weak and the Gamification expert needs to improve on that area.

Of course, this is all very abstract, so lets look at a few examples.

Here's an Octalysis done for a few products online:

10 years of Gamification study and implementation results in a very robust framework that can become actionable towards driving higher user metrics. As people get more and more advanced in Octalysis, they can learn higher levels (up to 5 Levels...there are only a handful of people in the world who know what is level 4 and above), which incorporates much more advanced design principles and in-depth analysis.

Once level 1 is mastered, one can then apply it to Level 2 Octalysis, where we try to optimize experience throughout all four phases of a player's journey:

1. Discovery (why would people even want to start the journey)

2. Onboarding (how do you teach users the rules and tools to play the game)

3. Scaffolding (the regular journey of repeated actions towards a goal)

4. Endgame (how do you retain your veterans).

Factoring in the Getting a feel about what players feel across the journey. 4 Phases of a Player's Journey Pushing up a level further - Factoring Bartle's Player Type This way the Gamification Designer can feel out that there's something for everyone at every stage.
Once you mastered Level 2 Octalysis, you can then push it one level higher to Level 3 and factor in different player types, so you can begin to see how different types of people are motivated at different stages of the experience.

A learner of Octalysis, Ron Bentata from Israel, kindly made a public Octalysis Tool for me and other Octalysis Enthusiasts. The tool is not 100% refined yet, but it has been a very useful tool for my own clients and many people practicing Octalysis non-commercially. Click here to check out the Octalysis Tool.

As you can see, creating a rich gamified experience is much more than simply slapping on various game-mechanics to existing products. It's a craft that requires a lot of analysis, thinking, testing, and adjusting.

While there are 5 Levels in total, Level 1 is usually sufficient for the majority of companies trying to create a better-designed gamified product and experience. Higher Level Octalysis processes are really there for organizations that are truly committed to making sure that they push their metrics in the right direction, while improving longevity of a gamified system. Many games are only popular for 3-8 months, but ones that have good Endgame design can last over decades or even centuries.
Check out the video walk-through of Octalysis
If the world adopts good gamification principles and focus on what truly drives fun and motivation, then it is possible to see a day where there is no longer a divide between things people must do and the things they want to do. All people have to do is to play all day. This way, the quality of life for everyone will be significantly higher, companies will perform better because people actually want to do the work, and society overall will become more productive. This is the world that I have dedicated my life to enabling.

Watch all of the videos in the Gamification Video Guide here.

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The Octalysis Framework for Gamification & Behavioral Design

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This post is a high-level introduction to Octalysis, the Gamification Framework I created after more than 17 years of Gamification research and and Behavioral Design study. Within a year of...