Generational Differences and Their (Total Lack of) Impact on Learning Outcomes
A somewhat sarcastic and humourous attempt to rebut nonsense (in my eyes)
Deep in the world of Learning and Development, there exists a peculiar belief that generational differences significantly impact learning outcomes. This curious notion suggests that Millennials, Gen Z, Boomers, and whatever we’re calling the next lot (Generation Alpha? Generation Z++?) each require their own bespoke learning experiences. However, much like the idea that the world is flat or that Boris Johnson didn’t attend that party, this belief doesn't hold up under scrutiny. Let’s embark on a meandering journey to refute the idea that generational differences should be a core consideration in designing learning experiences armed with scientific research, a dash of humour, and perhaps too big of a glass of wine.
Note: I’m not a scientist, researcher, or expert in, well, anything. This article, like my others, is about sharing my thoughts. I may think I’m right, but if you have something you think I should read and consider, please do comment.
The Myth of the Short Attention Span
Ah, the infamous claim that younger generations, particularly Gen Z, have the attention span of a caffeinated goldfish. This belief drives L&D professionals to design bite-sized learning experiences, assuming that anything longer will lead to immediate boredom and a mass exodus to TikTok. But is this really the case?
Scientific Evidence: The notion that attention spans are shrinking is, quite frankly, more mythical than a dragon in a teapot. A widely misinterpreted Microsoft study from 2015 claimed that the average human attention span had dropped to eight seconds1. Dr. Gemma Briggs, a psychology lecturer at the Open University, points out that attention span is task-dependent and cannot be universally measured by a single number2. In other words, we can focus just fine if the task at hand isn’t about as thrilling as watching paint dry.
The real issue isn't an inherent inability to focus, but an environment teeming with distractions. Smartphones, social media, and the perpetual allure of the internet mean that everyone, regardless of age, faces constant interruptions. So, rather than lopping off chunks of content, the key is to make learning so engaging that it’s harder to ignore than a dancing cat video.
The Reading Habits of Younger Generations
Next up on the generational myth hit list is the idea that young people don’t like to read, preferring instead to absorb information solely through videos, memes, and the occasional interpretive dance. But is this a fair assessment?
Scientific Evidence: Contrary to this belief, young people are still very much engaged with the written word, just in new and varied formats. A 2022 Gallup poll revealed that 18- 34-year-olds are now reading more books per year than any other age group3. This poll also shows us that, though overall reading volume has fallen, the smallest reduction can be found in the same 18-34 age group.
Moreover, a report from the Pew Research Center reveals that Millennials are more likely to have read a book in the past year than older generations4. This suggests that the preference for text isn’t waning; it’s simply evolving. E-books, online articles, and social media posts are all part of the reading landscape now. So, before we declare the death of reading, let’s acknowledge that it’s merely donned a new hat.
The Learning Modalities Myth: Video vs. Text
There’s also the curious belief that different generations have distinct learning preferences, such as Gen Z favouring video while Boomers cling to text like it’s a life raft in a sea of YouTube clips. This has led to the segmentation of content delivery methods based on generational assumptions. But does this dichotomy hold water?
Scientific Evidence: Research into learning styles shows that individual preferences are not necessarily tied to one's generational cohort. A study by the Association for Psychological Science debunks the efficacy of tailoring instruction to supposed learning styles, finding no substantial evidence that this improves learning outcomes5. Instead, it advocates for a multimodal approach, incorporating various types of content (text, video, interactive elements) to benefit all learners.
Furthermore, a 2019 study in Educational Technology Research and Development found no significant generational differences in learning preferences when accounting for previous exposure to technology and learning environments6. This indicates that preferences for video or text are more a matter of personal choice and context rather than a birth certificate.
The Fallacy of Generational Segregation in Training
The notion that different generations should be trained differently is not just misguided but potentially damaging. This approach risks creating a two-tiered system that alienates parts of the workforce and fosters division rather than unity.
Scientific Evidence: A 2020 study published in the Human Resource Management Journal found that generational stereotyping in the workplace leads to misunderstandings and reduced cohesion among employees7. The study advocates for focusing on commonalities rather than differences to foster a more harmonious and effective work environment.
Additionally, a meta-analysis by Costanza et al. (2012) in the Journal of Business and Psychology concluded that generational differences in work-related attitudes are minimal and often overstated8. Emphasising these differences can lead to biased practices that undermine the overall learning and development process.
Technological Change: The Real Game Changer
While generational differences often hog the spotlight, the real driver of change in learning and attention is technological advancement. The digital age has revolutionised how information is consumed and processed, raising the bar for what is considered engaging content.
Scientific Evidence: The Organisation for Economic Co-operation and Development (OECD) reports that technology has fundamentally altered the landscape of education and training9. It highlights the need for adaptive learning technologies and personalised learning experiences that cater to individual needs, regardless of generational labels.
A study in Computers & Education found that adaptive learning systems, which adjust content based on the learner’s progress and preferences, significantly improve learning outcomes across all age groups10. This supports the idea that focusing on technological innovation and personalised learning is far more effective than adhering to generational stereotypes.
Conclusion: Focusing on Individual Needs Over Generational Myths
The belief that generational differences significantly impact learning outcomes and should dictate instructional design is largely unfounded.
By moving away from generational stereotypes and focusing on creating engaging, multimodal, and adaptive learning environments, L&D professionals can better meet the needs of all learners. After all, it's not about the age of the learner, but the quality of the learning experience.
So, dear L&D wizards, let’s leave the generational myths to the annals of folklore and concentrate on crafting learning that captivates and educates all who come our way. And if you ever feel the urge to split your audience by age, just remember: it’s not the years in your life, but the learning in your years that counts.
Sources
https://time.com/3858309/attention-spans-goldfish/ - Note that I couldn't find the original Microsoft source. If you can find it, please let me know!
Spot on. I've been delivering workplace training for four decades and there is a lot of hype around this or that theory. People get so wedded to ideas that they forget the point of training is that someone will be able to do something at the end of it that they couldn't do before.
And it's the trainer's job to adapt to the learners to make this happen. Whether that's pivoting to a different way of teaching the session or spending extra time with a learner who is having difficulties, it's the trainer who has the skill set to do this.