L.E.A.R.N.
R = Repetition
I’ll never forget the first time I attempted to create a seamless repeat pattern. It was a disaster. Lines that should have connected were off by mere pixels, and I had no idea how to fix them. I spent hours researching, undoing, redoing, and muttering under my breath. But then, something clicked. Not all at once, but gradually, after repeating the process multiple times.
That’s the thing about learning—it requires repetition. And when it comes to online learning, especially in self-paced courses, reinforcement is the secret ingredient to mastering a skill. Studies in cognitive psychology show that repetition strengthens neural pathways, making recall easier and skills more automatic (Roediger & Butler, 2011). In other words, the more you do something, the better and faster you get at it.
So, how can we, as artists and designers, structure online courses to reinforce learning? Here are four effective methods, with examples tailored to our creative world.
Verbalizing Actions: Say the Shortcut Out Loud
Every time you use a keyboard shortcut in a lesson, say it out loud or display it on the screen. Repetition is key to muscle memory. For example, if you’re teaching how to duplicate a layer in Photoshop, don’t just show it—say it every single time: “Press Command + J (or Control + J on Windows) to duplicate the layer.” This way, students hear it, see it, and do it, making it stick.
According to research, hearing and seeing information together enhances retention, a phenomenon known as the “multimedia effect” (Mayer, 2009). The more senses involved in the learning process, the stronger the connection.
Layered Learning: Introduce, Repeat, Expand
Start with a simple concept, repeat it in different contexts, then build on it. For instance, in a pattern design course, begin by teaching how to create a basic repeat tile. Once that’s solidified, revisit the technique in a more complex design. Later, introduce color variations or textural elements that require revisiting the same steps with slight modifications. This method, called “scaffolding,” helps learners reinforce foundational skills while advancing their understanding (Vygotsky, 1978).
Deliberate Practice: Assign Small, Repetitive Exercises
Instead of one big final project, break it down into micro-practices. For example, if students are learning Procreate brushes, assign short exercises where they practice pressure sensitivity, line variation, or blending modes. These focused, repetitive drills help isolate and reinforce skills. Research on skill acquisition confirms that targeted, small-scale repetition is more effective than passive learning (Ericsson, Krampe, & Tesch-Römer, 1993).
Retrieval Practice: Quiz or Reflect to Strengthen Memory
After every module, encourage students to test themselves. A simple multiple-choice quiz, a reflection exercise, or even asking them to explain the concept in their own words strengthens retention. Studies show that retrieving information enhances memory better than passive review (Karpicke & Blunt, 2011).
For instance, after teaching the “offset method” in Photoshop for seamless patterns, ask students: “Without looking at your notes, what are the steps to offset a design for a repeat pattern?” This simple recall exercise cements the process in their memory.
Mastery Takes Repetition
We’ve all been there—watching a tutorial, thinking we’ve got it, only to blank the next time we try. That’s normal. Mastery comes through repetition, and online courses should embrace this reality. By reinforcing learning through verbalization, layered lessons, deliberate practice, and retrieval exercises, we set students up for success.
So the next time you find yourself saying “Press Command + J” for the hundredth time, remember—you’re not being redundant. You’re helping someone truly learn.
References
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
