One of the simplest methods to bring dual coding to the onboarding learning environment is by introducing computer-based learning modules with robust imagery accompanying language (2). For organizations, this would seem to be an obvious implementation where laptops are issued. Further, personal mobile devices are basically ubiquitous and there are a number of low cost, off-the-shelf applications that can be easily customized to create educational assets in conjunction with the Human Resources team for a highly cost-effective solution.
Nearly all learning requires an individual to process language. To that end, concrete language, opposed to abstract language, has been associated with dual coding and suggested to elicit dual coding by evoking mental imagery in the learner. For example, consider the following two statements. 1) To ensure all attendees have clear visibility of the presentation, the first row of chairs should be set at least 10 feet from the screen (concrete language). 2) To ensure all attendees have clear visibility of the presentation the aspect ratio must be considered when setting the seating area (abstract language). When reading the first statement, did you form a mental image of a screen and row of chairs set back ten feet? When reading or hearing information as the first code, using concrete language helps learners create mental images which act as the second code, thereby enhancing the information intake process and resulting in greater comprehensibility and recall (3).
Since many organizations hire employees who have prior experience, another learning theory worth mentioning is schema theory. Schema theory suggests that familiarity with material promotes comprehensibility and recall. However, a study by Sadoksi et al. (3) found that dual coding theory was better than schema theory in contributing to comprehensibility and recall. The study extended prior findings by Paivio (4) and Anderson et al. (5) and looked at the impact of concrete language used in educational texts to elicit a dual code learning situation. Based on the findings in support of dual coding, enterprises should not assume a new employee’s experience will contribute to their learning of the organization’s proprietary processes and should examine the materials provided to new employees. By increasing the amount of concrete language over abstract language, another cost-effective method of dual coding for enhanced comprehension and recall may be achieved.
One final, but important, point on dual coding is the distinction between DCT and the concept of learning styles. A somewhat largely accepted hypothesis on learning is that individuals have a singular learning style, such that a visual learner should be presented materials visually, or an auditory learner should be presented materials audibly to increase their learning. This assumption is considered a neuromyth. DCT predicts that people will learn more efficiently when presented layered, visual and non-visual, information. Unlike learning styles theory, DCT is supported by a significant amount of empirical research (1, 6).
Spacing Effect
Another way to enhance the effectiveness of the employee onboarding process is by incorporating spacing. Spacing, just as the word suggests, is intentional structuring of learning sessions in a temporal manner. An abundance of literature on spacing establishes the practice as an effective method of long-term retention of information (7, 8, 9).
One of the original studies on long-term learning, by Karpicke and Roediger (10), examined a series of study-test (ST) cycles of Swahili/English word pairs. Subjects were asked to study the word pairs then recall them on a test. The ST cycles were manipulated by removing correctly recalled words from either subsequent study sessions or testing attempts. The researchers concluded that when a person can recall newly learned information, repeated testing, opposed to repeated studying, enhances their learning. A more recent study by Soderstrom et al. (9) questioned whether the suggested ineffectiveness of re-studying could be improved by spacing. The researchers replicated the Karpicke and Roediger experiment adding a spacing element to the ST patterns. They concluded that re-studying of previously recalled information is effective when properly spaced.
