How The Levels of Processing Theory Can Make E-learning More Immersive

The Levels of Processing Theory has important implications for e-learning as learning online often lacks opportunities for meaning-making and deep engagement with the subject matter.

Continue reading to understand the theory and how to integrate it into the instructional design process.

Levels of Processing Theory: The Multi-store Model of Memory Vs. Memory as a By-product

When Craik & Lockhart first introduced their theory in 1972, the prevalent model of memory formation was the Information Processing Model. This model proposed that there are three memory stores, namely – sensory memory, short-term memory, and long-term memory. In this model, forming long-lasting memories requires the conscious rehearsal of information. Thus, learners only retain the information they encode, revisit, and engage with repeatedly using memorization and recall techniques, which is known as maintenance rehearsal. While the Information Processing Model applies to many situations, it is not an efficient way to learn in all scenarios.

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Craik and Lockhart, on the other hand, talk about different levels at which a stimulus is processed. They proposed two different levels of processing, namely, shallow and deep processing.

Shallow processing occurs when the brain engages with information at a superficial level. Shallow processing can be of two types:

• Structural – this is when we register the physical attributes of stimulus such as its shape, size, or color
• Phonemic – phonemic processing is when we focus on the auditory attributes such as the tone, volume, and pronunciation

Knowledge processed at this level isn’t meaningful and, thus, isn’t retained for long.

Conversely, deep processing occurs when learners engage, interact with, and derive meanings and connections from the information or stimulus presented. There is only one form of deep processing, known as semantic processing. Semantic means the definition or logic behind primarily verbal information, but within this framework, it can refer to any kind of stimuli. This kind of processing takes place when learners can associate new information with existing knowledge and analyze it on various different levels, for example, evaluating how well it fits with what they already know. Engaging with information in this manner is called elaborative rehearsal.

Certain conditions (which we will discuss shortly) enable and determine whether deep processing will occur. For this reason, the proponents of this theory hold that memory is a by-product of deeply processed information.

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When is Information Processed Deeply?

Certain instances are more likely to elicit deep processing than others.

• Individuals engage more deeply with stimuli when they are already familiar with some parts or can easily relate it to pre-existing knowledge. For example, a learner will retain a new word more easily if it appears alongside synonyms or antonyms
• When learners get to derive meanings and connections out of information by exploring it themselves, they process it at a deeper level
• Deep processing also occurs when information is presented using a consistent medium. For example, putting verbal test items on a test for a class taught mostly using textbooks and visual test items for a class taught using visual resources.
• Lastly, when information is personally relevant to the learner, it automatically draws their attention and is, thus, processed more meaningfully

Applying Levels of Processing Theory to E-learning

E-learning can often run the risk of getting processed at the structural and phonemic levels only due to its consumable nature. However, incorporating the Levels of Processing Theory into the instructional design phase can help mitigate this setback whenever it crops up.

The overall goal when applying this theory to e-learning modules is to grab learners’ attention, tap into their existing knowledge base, and prompt them to delve deeper into the subject matter, explore it, and connect or contrast it to what they already know. An e-learning module meant for deep consumption and engagement should, thus, create a deep processing environment.

Here are some tips and techniques to apply:

• Use Bloom’s Taxonomy to Write Learning Objectives – Bloom’s taxonomy is a hierarchical framework for writing learning objectives that divides learning outcomes based on their cognitive complexity. The possible learning outcomes from most to least complex are remembering, understanding, applying, analyzing, evaluating, and finally, creating. Each level involves deep processing to some extent, and the more complex the learning outcome, the deeper it requires learners to engage with the subject matter. Instructional designers can use this framework to weave in meaning-making activities into courses.
• Recall activities, summaries, and review sessions – Another way to help learners process information more thoroughly is to call upon previous learning. This can be done by beginning modules with recaps of previous modules, question and answer activities, quizzes at the start or end of sections, flowcharts, infographics, etc. Allowing learners to first form their own foundation regarding a subject is a helpful approach in many cases.
• Inquiry-based learning – In inquiry-based learning, learners are given certain prompts, problems, or questions related to the subject matter. They then investigate the topics on their own to draw conclusions, develop mental schemas, and reach their own understanding. Inquiry-based learning is a great way to facilitate elaborative rehearsal of information.
• Providing readings, podcasts, and videos – Adopting a multimedia approach to e-learning is also very useful as it caters to a wide range of learning styles and also reinforces knowledge using various sensory and cognitive channels. When learners have more resources to build upon, their learning is richer. Voiceover texts, animations and interactivities, supplementary readings, visual aids to support text, etc. are all ways to create a deep processing environment using multimedia in e-learning courses.
• Use evaluations to your advantage – Evaluation activities are a very easy way to tap into deep processing as it involves recall, analysis, and problem-solving which pushes learners to think about what they have learned. Some great ways to incorporate deep processing into knowledge checks and evaluations are group and individual projects, discussions, scenario-based questions, complete sentence and matching exercises, essay writing, and reflection activities.

Conclusion

The Levels of Processing Theory is an effective approach to take when the goal of e-learning is to create meaningful changes in learners’ core understanding of and handling of a particular topic. It facilitates deep engagement with learning materials which in turn ensures that the learnings stick for a long time to come and produces significant changes in learners’ skill-set and behavior. Deep processing can be integrated into e-learning using a variety of techniques and tools like Bloom’s taxonomy, multimedia resources, inquiry-based learning, etc.

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The Levels of Processing Theory

Frequently Asked Questions (FAQs)

What are the Levels of Processing Theory?

The Levels of Processing Theory is a theory that states that when information is meaningful enough, people process it more deeply and remember it for longer as a result.

What are the three levels of processing in memory?

The three levels of processing in memory are the structural level, the phonemic level, and the semantic level.

Who proposed the Levels of Processing Theory?

Craik and Lockhart proposed the Levels of Processing theory back in 1972.

How many levels of processing are there?

There are three levels of processing, namely, the structural level, the phonemic level, and the semantic level. They fall into two forms of information processing, deep and shallow. Shallow processing includes the structural and phonemic levels. Deep processing includes the semantic level.