Applying Learning Interface Design Principles

Learner interface design shapes how readers move through digital instructional materials and how easily they make sense of what they see. Research in multimedia learning shows that learners form quick impressions based on what they notice first, how much effort the content looks like it will take, and whether the pathway through the material feels clear.^[1] When we design with intention, we can lower anxiety and reduce cognitive load, which helps learners stay focused and feel more confident as they work.^[2]

Drawing on instructional design principles, user experience research (UX), and accessibility guidelines, this chapter organizes design guidance into three categories: Attention (Scanning), Control (Pause and Play), and Inclusion (Accessibility). These categories help us create OER that are easy to navigate and help learners concentrate on the ideas rather than the interface. In other words, learner interface design is not just about making a page look better; it is about reducing unnecessary barriers so learners can focus on meaning, practice, and progress.

Attention: Learners Scan Before They Read

Research on digital reading helps explain why first impressions matter so much. Readers tend to scan pages before committing to them, and the structure of the page strongly influences what they notice, what they skip, and whether the content feels manageable.

• Research shows that about 79 percent of readers scan rather than read line by line^[3], and eye-tracking studies confirm that attention tends to follow predictable F- and Z-patterns depending on how the page is structured.^[4]
• Scrolling has a strong impact on engagement. Research on scrolling suggests that after the first scroll, learners miss about 50 percent of the content, and after the second scroll, they miss about 75 percent.^[5]
• Working memory is also limited. Learners can handle only about seven simple pieces of information at once, and the amount of perceived time and effort needed to complete a task affects motivation and anxiety.^[6][7]
• “I felt overwhelmed by the amount of text I saw on the page, because it would take a long time to read and remember all of it.” – Student in a 2024 study^[8]Video length plays a role as well. Short videos of about two to five minutes consistently support better performance, and videos longer than six to nine minutes lose attention quickly.^[9][10]

Taken together, this research shows how easily learners can feel overloaded when pages or videos contain more information than they can manage at one time.

Best Practices for Supporting Attention

When reshaping your chapter, here are some steps that will help hold your learners’ attention.

Structure your page so it feels easy to read online

• Break text into short sections of about 300 to 500 words
• Write concisely and trim any extra wording
• Remove or collapse details learners do not need right away
• Allow white space so the page feels breathable
• Break longer videos into two- to six-minute pieces
• Use interactive tools, such as H5P, to condense or organize content when the page feels heavy

Place key ideas where scanning naturally begins

• Put the most important information within the first scroll
• Lead with meaningful headings and subheadings
• Use bold only when it truly adds value
• Use bullets, callouts, or brief pull quotes to help readers orient

Control: Learners Need Time to Process

Research on cognitive load and active learning shows that learners benefit when content is paced in manageable parts and paired with opportunities to practice and receive feedback.

• Learners understand information more easily when it is presented in small parts that they can move through at their own pace. This is the core of the Segmenting Principle, which reduces cognitive load by letting learners focus on one idea at a time.^[11]
• Between these chunked parts, it helps to give learners a chance to work with the new information. Generative activities such as sorting, explaining, or answering a brief question encourage learners to organize ideas in their own words, which strengthens understanding.^[12]
• Effective feedback also matters. When learners see clear explanations of why a response is accurate or inaccurate while they are still thinking about the idea, they are more likely to adjust their understanding and feel prepared to continue.^[13]
• Research on active learning shows that doing something with content, even in brief moments, can improve performance and support both motivation and confidence.^[14]

Together, these practices create a learning experience that feels steady and supportive rather than overwhelming.

Best Practices for Supporting Learner Control

Here are some ways to help learners pause and engage with the material:

Support active engagement instead of passive scrolling

• Add brief interactive elements every few scrolls in long chapters
• Include interactions every one or two pages in shorter chapters
• Select H5P types that match the learning objectives
• Use self-assessment moments to help learners check understanding
• Embed friendly, helpful feedback to guide deeper learning

Help learners feel in control

• Clarify that activities are optional
• Reassure learners that tasks are low stakes
• Allow unlimited retries so learners can practice comfortably
  

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Here are two examples from faculty-created OER in the OER for Social Justice project that model chunking content and providing opportunities to practice with feedback:

• Analytical Thesis Statements by Meghan A. Sweeney, from Writing Our Bodies
• Evaluating Sources by Jackie Hendricks; Amy Lueck; Loring Pfeiffer; and Maura Tarnoff, from Your Voice Matters

Inclusion: Accessibility Supports Everyone

Research on accessibility, literacy, and learner variability shows that clear, flexible design helps many different kinds of learners participate more fully.

• About one in five college students reports a disability^[15] and accessibility features such as captions, alt text, and clear headings benefit all learners, not only those with documented needs. Captions, for example, support comprehension for students with hearing loss and also help multilingual learners and students in low-audio environments.^[16]
• Accessibility is also required by standards like the WCAG 2.1 guidelines, which outline expectations for perceivable, operable, and understandable digital materials.^[17]

Literacy research shows another layer of accessibility that is often overlooked.

• About 21 percent of adults in the United States are illiterate, and more than half read below a sixth-grade level, with about 20 percent reading below a fifth-grade level.^[18]
• Nearly 10 percent of U.S. college students speak English as an additional language,^[19] so clarity and plain language are essential.
• A conversational tone can also boost engagement through the Personalization Principle.^[20]
• Readability guidelines recommend aiming for a Flesch reading ease score of at least 60, which usually means keeping sentences around 20 words and using words with about one and a half syllables.^[21] Many learners require this level of clarity, and most prefer it.

Together, these findings show why accessible, plain-language design strengthens learning for everyone.

Best Practices for Supporting Accessibility

Here are some ways to design pages that work well for everyone:

Ensure the content is accessible

• Follow the Accessibility Checklist [Word doc]*
• Offer materials in multiple formats
• Include brief guidance for any interactive elements or navigation cues

Support readability and ease

• Use a conversational, professional tone
• Write with plain English and define any jargon
• Aim for a reading level that supports broad accessibility, often around the ninth-grade level
• Check clarity and reading level with the Hemingway Editor
• Highlight important ideas using short block quotes or bold text

*The Clearing the Trail: Accessibility section builds on these requirements with practical guidance for everyday design decisions.

Conclusion

Creating OER chapters, whether in Pressbooks or another platform, is a process, and you don’t have to get everything perfect on the first try. Think of research-based design principles as tools you can use when they fit. Some, like using a conversational tone or writing at a 9th-grade reading level, can shape your drafts. Others may naturally fit into your revision process. It’s okay to experiment, make adjustments, and focus on steady improvement. Each thoughtful addition, whether small or large, makes your OER clearer, more inclusive, and more engaging. Above all, trust your creativity, lean into the research, and enjoy the process of building something meaningful for your learners.