The diffusion of the learning pyramid myths in academia: an exploratory study

Abstract

This article examines the diffusion and present day status of a family of unsubstantiated learning-retention myths, some of which are referred to as ‘the learning pyramid’. We demonstrate through an extensive search in academic journals and field-specific encyclopaedias that these myths are indeed widely publicised in academia and that they have gained a considerable level of authority. We also argue that the academic publishing of these myths is potentially harmful to both professional as well as political deliberations on educational issues, and therefore should be criticized and counteracted.

Keywords:

• Misconceptions
• retention
• learning modalities
• models

Acknowledgements

We would like to thank Knut Olav Skarsaune and Terje Ødegaard (both Lillehammer University College) for their valuable feedback on this paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In German and Scandinavian contexts, areas of studies such as these are often referred to as ‘Fachdidaktik’ and ‘Fagdidaktik(k)’. We will in the following use the term ‘subject didactics’ as this is a relatively equivalent English term, as well as a common translation.

2. Consult Subramony, Molenda, Betrus, and Thalheimer (2014a) for a presentation of the individual contributions by the major critics of the learning pyramid, including those published in non-academic publications.