By Amy Ahearn, EdSurge
“Self-paced.” “Mobile.” “On-the-go.” Edtech companies use these buzzwords to describe the next generation of learning tools. We assume that granting learners access to education technology outside the classroom to be used on their own time is unequivocally positive. Yet, some of these factors are at odds with the way people develop productive, habit-forming behaviors. Without imposed schedules, proximity to peers, or physical classrooms, even the best-intentioned students never make it through a MOOC or fail to reengage with the educational app they downloaded. How can we use insights from psychology and behavioral science to design products that help students actually stick with learning and build it into their lives?
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