5 biases and neuromyths every learning designer should know when creating digital training

When creating digital learning, we all want to design an experience that is engaging and unforgettable for learners. The goal? To make learning accessible, efficient, and enjoyable. 

But here’s the challenge: certain design mistakes—often based on our own beliefs or assumptions about learning—can actually harm long-term skill development. 

So how familiar are you with the cognitive biases and neuromyths to avoid? 

The Teach Up team breaks down five common misconceptions that can impact your e-learning modules.

The human brain remains one of our most mysterious organs. While extensive research is carried out every day, many of its mechanisms are still not fully understood. 

We do know, however, that the brain is composed of two hemispheres—left and right—linked by the corpus callosum. It constantly receives vast amounts of information that it must process, sort, or discard. 

Although the brain’s functioning is complex, scientific studies have shed light on cognitive biases and on the false beliefs (neuromyths) that persist about how we learn. Understanding these helps us design more effective training.

1. Think about memory consolidation to strengthen retention

It is generally agreed that for an e-learning module to be effective, it should focus on no more than one or two key concepts. Each idea must be clearly explained so that the learner can understand and integrate it. 

But understanding alone is not enough: learning also requires time to consolidate. 

Research as early as 1900 by Müller and Pilzecker showed that while the brain can invest a lot of energy to acquire new information, it needs spaced intervals to anchor that knowledge in long-term memory. When too much is learned in too short a time, the activations in the brain are too close together, preventing solid retention. 

The solution: spread learning out, reactivate knowledge multiple times, and use varied formats. This repeated stimulation gives the brain the time it needs to consolidate new neural networks. 

2. Beware of the “left brain / right brain” myth

The idea that people are either “left-brained” (logical, rational) or “right-brained” (creative, emotional) is a neuromyth. 

After the discovery of the brain’s hemispheres, people quickly began to associate them with binary categories—much like male/female stereotypes. For instance, women were thought to rely more on their right brain, while men relied more on their left. 

Modern neuroscience has thoroughly debunked this. The two hemispheres are tightly interconnected through nerve structures and function simultaneously, exchanging information constantly. Whatever the task, both sides of the brain are engaged.

3. Avoid multitasking

It’s tempting to think that multitasking makes us more efficient. After all, variety can keep learners engaged, right? 

In reality, the brain has limited capacity. What feels like multitasking is actually rapid switching between tasks. This consumes huge amounts of energy and reduces efficiency. 

The only exception occurs when tasks draw on completely different brain areas—for example, performing an automated motor task (like driving) while listening to the radio. 

In training, asking learners to juggle multiple tasks at once increases cognitive load and can even trigger anxiety. Prioritize one task at a time, even in digital learning.

4. Pay attention to anchoring bias

Anchoring bias is the tendency to give disproportionate weight to the first information we receive. 

In digital learning, this means that first impressions matter enormously. If a module feels boring or confusing in the opening screens, learners are more likely to disengage and carry that impression throughout the experience. 

Form and design matter as much as content. The opening sequence of a module should be clear, dynamic, and engaging to avoid negative anchoring.

5. Use the negativity bias strategically

Neuroscience shows that our brains pay more attention to negative than positive information. This negativity bias explains why: 

• we are more affected by experiences than by facts, 
• we focus more on risks than on benefits, 
• and we tend to remember negative information more strongly. 

Some researchers even suggest this bias comes from our ancestors, who had to be more alert to the threat of predators than to the comfort of a good meal. 

In training, this means you must carefully frame your communication. A well-placed warning can capture attention, but balance is crucial to avoid discouraging learners. 

Bonus: extra tips for impactful learning design 

• Manage information overload: providing too many resources may feel generous, but studies show it overwhelms the brain, which then shuts down its ability to process new knowledge. 
• Leverage social interaction: “We always learn alone, but never without others.” Human interaction—whether face-to-face or digital—activates key brain areas and supports neural plasticity. Integrate social learning features into your modules to sustain engagement and support mental health.

Teach Up is the platform for creating and delivering adaptive learning experiences that make every learner succeed. 

With Teach Up you can: 

• centralize all your content (text, video, documents, images), 
• add interactive questions and adaptive features powered by AI, 
• use SPOC (Small Private Online Course) functionality to bring consistency to your modules. 

This ensures a coherent and engaging experience for both authors and learners—boosting both knowledge retention and learner motivation.