Presentations & Major Case Studies
Debunking Learning Myths: Toward Evidence-Based Instructional Design
A research-based project that examined common learning myths and connected evidence from cognitive science and instructional design to more effective teaching and learning decisions.
Project Overview
This research-based project examined two common learning myths—learning styles and left-brain/right-brain dominance—and compared those beliefs with findings from cognitive science, neuroscience, and instructional design research. The project challenged me to move beyond familiar assumptions and look more closely at what the evidence actually supports.
Audience
Educators and Instructional Designers
Role
Researcher and Instructional Designer
Format
Research-Based Case Study
Focus
Evidence-Based Instructional Design
Challenge
The challenge was to examine ideas that are widely accepted in education but are not strongly supported by research. I needed to separate familiar beliefs from evidence and explain the findings in a way that was practical and useful for educators and instructional designers.
Featured Artifact
The final research paper brings together evidence from multiple sources and connects the findings to practical instructional design decisions. It shows how research can be used to challenge assumptions and guide stronger learning strategies.
Design Process
Question the Assumption
Identified common learning beliefs that needed to be examined more closely.
I started by questioning familiar assumptions, then used research to determine what the evidence supported and how that should influence instructional decisions.
Review the Research
Compared the myths with evidence from cognitive science, neuroscience, and instructional design.
Analyze the Evidence
Looked for patterns in what the research supported and what it did not.
Connect to Practice
Turned the findings into practical recommendations for instruction and learning design.
Revise & Refine
Used feedback and revision to strengthen the research, organization, and final recommendations.
The Approach
I focused on using research as a guide for instructional decisions instead of relying on ideas simply because they are familiar or popular. The goal was to understand what the evidence actually supports and then connect that evidence to practical learning strategies.
Tools Used
Microsoft Word
Scholarly Research
APA 7th Edition
Research Synthesis
Cognitive Load Theory
Mayer’s Multimedia Principles
Evidence-Based Instructional Design
Critical Analysis
Reflection
This project reinforced for me that instructional design decisions should be based on evidence rather than assumptions. It also helped me become more comfortable questioning familiar ideas and looking for research that can guide better learning decisions.