Running

Head: MICROLEARNING THROUGH SMART PHONE APPLICATIONS

Examining Microlearning Through

Smart Phone Applications in a Retail Environment

by

Rob Tasker

A thesis submitted in conformity with

the requirements for the Degree of
Bachelor of Arts
Department of Education in the
University of Ontario Institute of Technology

Copyright by Rob Tasker, 2015

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

Table of Contents
Abstract...........................................................................................................................................3
Introduction ....................................................................................................................................4
Literature Review ..........................................................................................................................5
Background ..................................................................................................................................5
Theoretical Framework ................................................................................................................7
MicroLearning ..............................................................................................................................8
MicroContent ...............................................................................................................................9
Cognitive Load Theory ..............................................................................................................10
Research Questions ....................................................................................................................11
Methodology .................................................................................................................................12
Data Collection ...........................................................................................................................13
Analysis and Discussion...............................................................................................................15
Limitations .................................................................................................................................18
Conclusion ....................................................................................................................................19
References .....................................................................................................................................20

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

Abstract
Microlearning advances the idea that individual learners recall and apply information
(domain content) more effectively when it is delivered in small segments in a digital format
directly to mobile devices. As such, microlearning builds directly on Cognitive Load Theory and
mobile learning.
A systematic literature review was conducted to explore the effectiveness of
microlearning in retail environments for purposes of training sales employees and increasing
customer satisfaction. This review included 22 publications published between 2000 and 2014.
The research data suggested that microlearning modules, completed on a mobile device,
have a positive impact on retail training both from an employee and employer perspective. More
specifically, microlearning promotes information transfer into long term memory and a positive
result on retail performance as measured by both employees and employers.

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

Introduction
Corporate training plays an extremely important role in keeping an organization
competitive in their respective markets (Zaciewski, 2001). The American Society of Training
and Development estimates that organizations in the United States spent approximately $164.2
billion on employee learning in 2012 (ASTD, 2013), up from $156.2 billion in 2011 (ASTD,
2012). Therefore, one can expect training costs for any company to be considerable, especially
when one considers costs associated with designers, instructors, materials and follow-up
supervision, to less direct costs of worker output and productivity (Brum, 2007). Companies
must pursue the most effective and cost-efficient methods for providing training to their
employees.
Microlearning is based on the idea that people can learn content more effectively when it
is broken down into smaller parts or modules (Bruck, Motiwalla, & Foerster 2012).
Microlearning has been around for about a decade with the first international microlearning
conference held in June 2005 (Hug, 2005).
By means of systematic secondary research (a literature review), this paper examines the
role of micolearning in corporate training environments, and addresses whether microlearning
modules sent through a smart phone e-learning application in a retail environment improves
employee competency.
Employee competency is defined as a positive change in behaviour, which is measured
against an employers standards. Of course, every company (and department) adopts different
specific standards for employee performance. A member of the customer service department for
instance, will be measured less on their sales abilities, and more on their ability to interact

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

effectively with customers. Regardless, one common performance measure relates to an ability to
learn (i.e., understand, recall, apply, and communicate) product knowledge.
Literature Review
Background
Training programs have a direct result on company sales, employees product knowledge,
as well as an increase in customer satisfaction (Frayne & Geringer, 2000; Politt, 2011; White,
2008). Frayne & Geringer (2000) conducted a 12-month study measuring the success of training
on insurance sales people. They found a significant increase in the number of calls made,
policies sold, total sales revenue and overall employee performance when compared to the nontrained control group. Similar increases were found after the control group received similar
training. Pitney Bowes also saw an increase in revenue, productivity, as well as order values after
implementing training programs (Politt, 2011) and Siemens observed an increase in customer
satisfaction as a direct result of a newly implemented training program as well as employee
coaching (White, 2008).
In a survey of labour and income dynamics by Statistics Canada, it was discovered that
25% of working aged adults were involved in some form of job related training in 2006, which
marked a marginal increase from the previous year which found only 24% were involved in
some form of work related training (Learning, 2009). The Canadian Federation of Independent
Business found that over $18 billion dollars is spent annually to train employees and of that,
$12.7 billion is spent on more informal training methods (CFIB, 2009).
Determining the best method of delivering training is a difficult consideration. The most
common methods utilized for delivering training materials to employees is through the use of

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

classroom based methods, as well as multi-media and simulation based training methods
(Ibrahim, 2003). Many corporation are also including a mixture of training methods to assist in
training their employees. Utilizing a mix of both classroom based training, as well as
incorporating multi-media based training through a computer, the training method becomes a
blended one. By incorporating a blended training structure, there is a reduction in the costs
associated with delivering the training as well as the learners find the learning process much less
stressful (Benninck, 2004).
Many corporations, both large and small, have recognised the impact that e-learning can
have on their training programs, from simply delivering the necessary training materials to their
employees, to improving the day to day business operations (Learning, 2009). By utilizing elearning or blended learning, the training can have a greater impact on employee learning as it
has been found that learners are becoming more easily bored with the traditional methods of
training utilized and express a desire for more variety in the training they receive (Barnes,
Marateo, & Ferris, 2007). The added benefit of e-learning is the affordability of implementation.
Cost reduction, related to both the hardware and software aspects of e-learning, have more
businesses transitioning to e-learning approaches to delivering training (Learning, 2009).
As more corporations are designating employees as mobile workers and allowing them to
work from outside the traditional office environment (Global Workplace Analytics, 2012), it has
become increasingly challenging to deliver training materials to them. With almost seven billion
mobile subscriptions worldwide (International Telecommunication Union, 2014), moving
training onto a mobile device would allow the learner to engage in the training on a platform that
the majority of the world has experience. Mobile learning (m-learning) typically brings the
learning environment onto a mobile device such as a tablet or smartphone (Crompton, 2013). By

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

utilizing m-learning environments, training materials could be organized and delivered directly
to employees devices around the globe (Henry, 2002). Such m-learning delivery also invites the
concept of anyplace, anytime learning in which learners utilize their space or free time to
complete the required training material (Virvou & Alepis, 2005). Although m-learning is seen to
have great potential, there have only been a few successful implementations of it (Cavus &
Ibrahim, 2009).
Utilizing the concepts of microlearning on a smartphone or tablet could make the
implementation more successful. The assumption grounding microlearning is that people become
effective learners when the content has been broken down into smaller parts, and the learning
then occurs in small steps rather than large strides (Bruck, Motiwalla, & Foerster 2012). This
assumption is supported by cognitive load heory (CLT) which focuses around the limits of
processing information in short-term memory (Bruck, Motiwalla, & Foerster 2012). In addition,
learning in smaller sections has proven to be beneficial from learning psychology and short-term
memory literature (Cowen, 2011). Its through these smaller segments that can also prevent
learners from feeling too overwhelmed with regards to the training material (Galbraith & Fouch,
2007). Microlearning also aligns itself with the more recent trends of communicating through
shorter messages and posts such as Tweets (Holotescu & Grosseck, 2011).

Theoretical Framework
This paper will focus on the cognitive load theory and attempt to make a connection
between it, microlearning, and retail training.

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

Figure 1 Theoretical Framework

MicroLearning
There is no standard model for conceptualizing microlearning (Zhang & Ren, 2011).
However, the literature provides useful, if tentative, descriptions of its general nature and scope.
For example, Hug (2005) defines microlearning as having seven characteristics or elements:
1. A relatively short time to complete.
2. Small units of content with narrow topics.
3. Part of curricular setting or parts of a module.
4. A form comprised of fragments, facets, or episodes.
5. An independent and uncertain process.
6. Contain rich media.
7. Allowances for diversified learning types.
Additional aspectual definitions are also proposed in the literature. For example, the term
microlearning does not necessarily refer to the actual content being produced, but more an

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

overall description of the delivery method (Buchem & Hamelmann, 2010). A microlearning
object can range from a single small unit, or module, to a number of small units (Hug, 2005).
The content in each of the units of a microlearning object is referred to as microcontent
(Leene, 2006). It is through these microcontent units that the learning content is delivered to the
learners. Being able to deliver short, less time consuming training to employees allows learners
to stay up to date as well as become more self-directed as the shorter units can be more easily
integrated into their everyday duties (Buchem & Hamelmann,2010).
MicroContent
Microcontent, the core of microlearning, also lacks a standard definition in the literature
(Leene, 2006). However, there are a few widely accepted structural guidelines.
The length, or time spent on a microlearning object, can range from a few seconds up to about 15
minutes (Bruck, Motiwalla, & Foerster, 2012; Buchem & Hamelmann,2010; Hug, 2005; Kerres,
2007; Leene, 2006; Schmidt, 2007). These smaller segments of information should focus on a
single topic, be self-contained, and should be understood without the need for additional
information. The information contained should not be able to be divided into smaller pieces and
still be understood by the learner. Although the information is self-contained, each module can
build upon knowledge gained from previous microcontent units.

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

10

Figure 2 Microlearning and Microcontent

A recently published study based on instructional video podcasts (Kay, 2014) outlines the
use of short (all under 15 minutes) podcasts in order to determine if the podcasts would affect
student knowledge on a subject. Not only did many of the students agree that the podcasts were
beneficial, but they preferred them to a traditional textbook. The majority of the students also
reported significant gains in knowledge after viewing the podcasts.
Cognitive Load Theory
Cognitive load theory (CLT) was formulated by John Sweller in the 1980s and has
underwent substantial growth, development, and expansion in the 1990s by researchers around
the world (Paas, Renkl, & Sweller, 2003). The theory is based on the two types of human
memory:
1. Working memory, which is limited and can only handle so much information before it
becomes overloaded.
2. Long term memory, where information is stored and retrieved (Guyan, 2014).
By not exceeding the learners working memory capacity, one can increase the transfer of
information into long term memory (Guyan, 2014), an important aspect of learning (Taylor,
2013).

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Research on CLT by Pass, Renkl, & Sweller (2003), Guyan (2014), and Ross (2009) propose
that there are three types of cognitive load:
1. Intrinsic: the level of complexity in the material being studied.
2. Extraneous: the cognitive load imposed by non-relevant materials that require additional
mental processing.
3. Germane: elements that allow cognitive resources to be put towards learning as well as
assisting with information processing.
Guyan (2014) states that the three types are additive, and for instruction to be effective, the
following equation must be observed:
(Intrinsic Load + Extraneous Load + Germane Load) < Working Memory Capacity
As retail simulation and real world scenario training typically contains a large number of
interacting elements and requires problem solving searches, it can generate a large extraneous
cognitive load (Ross, 2009). It should be noted that the scaffolding techniques found in
microlearning can be used to reduce overall cognitive load (Snelson & Elison-Bowers, 2007).
Research Questions
RQ1: Does microlearning modules sent through a smart phone e-learning application in a
retail environment correlate with high levels of employee competency?
RQ2: From the perspective of cognitive psychology, what is the scientific explanation for
this correlation?
RQ3: Is the effectiveness of micro-learning, delivered through mobile devices, enhanced by
user familiarity with typical forms of mobile communication via small parcels of information?

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Methodology
This secondary research paper adopts a meta-synthesis methodology to analyze qualitative
studies closely related to the research questions. Selected studies were coded using dominant
themes found within them. The codes, defined by the researcher, began as broad themes and
moved towards more narrow and specific ones as the literature was analyzed.
In addition to papers focused on microlearning, I included papers focusing on CLT and
corporate training. CLT was included because it addressed the minimization of cognitive load
put on learners (Guyan, 2014) and the parcelling of learning content in small segments (Snelson
& Elison-Bowers, 2007). Papers focused on corporate training were included because they
address current training practices.
The primary research databases were Google Scholar and those accessed by the University of
Ontario Institute of Technology (UOIT). The primary databases accessed through the UOIT
library were as follows:

Scholars Portal

Directory of Open Access Journals (DOAJ)

ProQuest

Books24x7

EBSCOhost Education Source

The book titled Didactics of Microlearning by Theo Hug was also consulted as a source on
microlearning because the author is seen as an expert on the subject. The book The Psychology
of Learning and Motivation has also been an important resource as it features papers on

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

13

cognitive load theory written by John Sweller, who formulated the theory of cognitive load
(Paas, Renkl, & Sweller, 2003).
The key search terms were:

Microlearning

Microcontent

Corporate Training

Cognitive Load Theory

E-Learning

Mobile Learning

Research articles and books were initially skimmed, starting with the abstract and when
necessary skimming to the introduction and conclusion to determine if the content within
focused on one of the keywords used. If so, the source was downloaded or an eBook purchased
from Google Books, and categorized based on the keywords used.
Data Collection
The initial data collection consisted of 59 research papers and sources with dates ranging
from 1979 to 2014. The studies were gathered from the Google Scholar and UOIT library
databases between September 2014 and December 2014. The search terms initially used were
corporate training, e-learning, and mobile learning. Papers were selected for further
viewing and analysis if they contained any of the keywords in their title, keyword section, or
abstract. These keywords produced a very large and broad scope of research. It was through
reading this large data collection set that I discovered the keywords microlearning,
microcontent, and cognitive load theory. Using these newly discovered keywords, I

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conducted another search in the Google Scholar and UOIT databases as described above in order
to gather more research papers that are relevant to the newly added keywords. Another 15 papers
were found resulting in a total of 74 sources of information. In order to narrow the search, I first
excluded any papers written prior to the year 2000 as it marks the release of Microsofts first
mobile operating system dubbed Pocket PC 2000 (Microsoft, 2000). As this paper focuses on
modern technologies such as mobile devices and smartphones, the Microsoft milestone was
determined to be the cut-off point. Removing papers older than the year 2000 resulted in 21
papers being excluded resulting in 53 papers remaining.
A coding system was then developed that was based around the themes found in the
remaining papers. The codes used were as follows: ML (Microlearning), MC (Microcontent), RT
(Retail Training), WT (Workplace Training), CLT (Cognitive Load Theory), EL (E-Learning),
and MBL (Mobile Learning). The articles were then sorted and codes utilized to categorize their
main themes.
Table 1
Research Articles and Codes
Article
ASTD (2012)
ASTD (2013)
Barnes, Marateo, & Ferris (2007)
Benninck (2004)
Bruck, Motiwalla, & Foerster (2012)
Brum (2007)
Buchem, & Hamelmann (2010)
CFIB (2009)
Cavus, & Ibrahim (2009)
Crompton (2013)
Galbraith, & Fouch (2007)
Global Workplace Analytics (2014)
Guyan (2014)
Henry (2002)
Holotescu, & Grosseck (2011)
Hug (2005)

Codes
RT, WT
RT, WT
EL
RT, WT, EL
ML, MC, CLT, EL, MBL
RT, WT
ML, MC, WT, EL
RT, WT
ML, MC, MBL
EL, MBL
MC, RT, WT
RT, WT
CLT
WT, EL
ML, MC, EL, MBL
ML, MC

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Ibrahim (2003)
WT
Kay (2014)
ML, MC, EL
Kerres (2007)
ML, MC, EL
Leene (2006)
MC
Learning (2009)a
RT, WT
Learning (2009)b
RT, WT
Lukosch, H. K., & De Vries, P. (2011)
ML,MC,CLT,EL,MBL,WT,RT
Paas, Renkl, & Sweller (2003)
CLT
Schmidt (2007)
ML, MC, CLT
Snelson, & Elison-Bowers (2007)
ML, MC, CLT, EL
Virvou, & Alepis (2005)
ML, MC, CLT, EL, MBL
Welter, F., Thiele, T., Pfeiffer, O., Richert,
ML,MC,CLT,EL,MBL,WT,RT
A., & Jeschke, S. (2010)
Zaciewski (2001)
RT, WT
Zhang, & Ren (2011)
ML, MC, WT, EL
The coding system was then used to narrow the found results even further by eliminating
any sources that do not contain any of the above codes. The result of the narrower selection was
the removal of 25 sources which resulted in a total of 31 sources remaining.
It is though these papers that I identified a connection between Microlearning, CLT, and
Mobile Learning in the workplace.
Analysis and Discussion
The purpose of this study was to examine microlearning through smart phones in a retail
environment. Three main questions were asked after an initial reading of collected literature with
each being explored thoroughly:
Microlearning and employee competency (RQ1)
In a retail environment, product and service knowledge has a direct effect on customer
satisfaction. According to the National Grocers Association customer survey panel, exceptional
customer service is a high priority for customers (National Growers, 2009). Product and service
training utilizing microlearning has the potential for the knowledge to be transferred into the
employees long term memory, resulting in more knowledgeable employees and better customer

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

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satisfaction. Customer satisfaction plays an important role in the retail sales environment as
research has shown that customer satisfaction has a direct relation to retail sales performance
(Gomez, McLaughlin, & Wittink, 2004).
Luckosch and DeVries (2011) developed the RELOAD platform as a way to foster informal
learning in a retail environment. Their definition of informal learning was based around the
concept of learning outside of a traditional class and curriculum based information session. The
RELOAD program was developed around the concepts of microlearning and geared towards
employees who could then complete the e-training during gaps in their regular employee duties.
The programs content was focused on the employees current work related issues such as product
knowledge, customer service, as well as sales strategies, and a small group of 18 employees were
chosen as a test group. Luckosch and DeVries concluded through interviews with the employees
that the RELOAD program was successful. The majority of employees questioned responded
positively to the new learning method and the content was seen as relevant. The employees who
participated in the study also showed signs or an increase in work appreciation concerning work
communication and learning.
Cognitive Psychology Correlation (RQ2)
My findings are that by incorporating the concepts of microlearning to retail training
development solutions on mobile devices, one can expect learners to retain more of the
information presented and be transferred into long term memory.
According to Taylor (2013), the storing of information into long term memory is seen as an
important aspect of learning. Microlearning concepts share many of the ideals behind CLT.
Rather than having employees participate in lengthy training sessions, the concept of
microlearning revolves around smaller training modules, and can implement a series of

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

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microcontent modules rather than one large time consuming module. As retail simulation and
real world scenario training typically contains a large number of interacting elements and
requires problem solving searches, it can generate a large extraneous cognitive load (Ross, 2009)
on the learners. Microlearning and the smaller training module sizes, can also be used to reduce
overall cognitive load (Snelson & Elison-Bowers, 2007) which is an important factor in
information being transferred into long term memory.

Microlearning and Mobile Devices (RQ3)

Moving training to mobile and e-learning devices, corporations are able to deliver
training right to their employees devices has the potential to eliminate the need for classroom
based training which is costly in both the monetary sense as well as in productivity time as
shown in the RELOAD program (Welter, Thiele, Pfeiffer, Richert, & Jeschke, 2010). Various
retailers were stated to have shown an interest in a knowledge platform like RELOAD as a way
to both more effectively deliver training material to their employees during their working time,
as well as reduce the costs associated with a more traditional classroom based training method
(Welter, Thiele, Pfeiffer, Richert, & Jeschke, 2010).
Retail stores rely on their in-store employees to help produce revenue for their company.
It is therefore important for the company to find the most efficient way to train their employees
so that they may perform their tasks in the desired manner. Having training delivered right to an
employees devices allows the employee to not only avoid having to attend more formal training
sessions such as a traditional classroom based environment, but also allows them to complete the
training at a time of their convince, or during a lull in their workload. By utilizing microlearning
concepts and the idea of shorter training modules sent to an employees device, the training

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

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becomes less time intensive and can be completed during the employees downtime at their own
time and pace (Buchem & Hamelmann,2010). This will allow retail employees to multitask,
spending their day being engaged with customers, and completing the short training modules.
Microlearning also aligns itself with the more recent trends of communicating through
shorter messages and posts such as Tweets (Holotescu & Grosseck, 2011).
Limitations & Recommendations
The literature related to microlearning is limited in terms of offering a broad base of
reliable empirical results. Although many papers address aspects of microlearning, many do not
focus on the construct, or acknowledge it as a learning theory. For the purposes of this paper,
many conclusions were made under the assumption that although not specifically named, many
research papers offered data and findings that could be related to CLT, microlearning and
microcontent.
Although CLT addresses issues related to memory and information, from a constructivist
perspective, it ignores important aspects of learning related, for example, to the human
processing of information in order to solve problems, construct new cognitive schemata, etc.
Although not explored in this paper, microlearning does appear to exhibit various aspects of the
constructivist theory such as the ability for learners to build their own knowledge as well as
learnings being able to evoke scaffolding techniques.
Another limitation observed that the coding of the research papers was done only on a
single level to identify primary themes in the literature. Coding was not used to organize the
literature according to research methodologies, the validity/reliability of results, or key
conclusions.

MICROLEARNING THROUGH SMART PHONE APPLICATIONS

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It is my recommendation that a mixed methods study should be completed in order to

assess the impact that microlearning through smartphones has on a retail organization. There was
only a small number of research materials collected for this paper that mention both
microlearning as well as retail training that employed a quantitative approach. Although this
paper has reviewed a great deal of research on the topic, much of the information presented is
done so from a theoretical standpoint.

Conclusion
Having explored the effectiveness of microlearning training modules, delivered through a
smartphone in retail environments, this study found that microlearning promotes information
transfer into long term memory and a positive result on retail performance as measured by both
employees and employers. Microlearning also lends itself to mobile training modules delivered
straight to the learners mobile devices, allowing them to complete the training at their own pace.
Although, this study provides insight into the potentials of microlearning, and the
delivery of training modules on mobile devices in a retail environment, more rigorous empirical
research is recommended.

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