Microlearning has become one of the most widely discussed strategies in digital education because it responds to a very everyday reality: we learn amid interruptions, from different devices, and with limited time available.
The article by Viviana Betancur-Chicué and Ana García-Valcárcel Muñoz-Repiso, published in RIED, systematically reviews recent research on this approach and defines it as a way of organizing learning into brief, self-contained, and well-planned capsules, usually accompanied by quick activities or short assessments. It is not simply a matter of “making content shorter,” but of designing experiences with a clear objective, a simple sequence, and feedback that helps students check whether they have understood.
The review, based on studies published between 2018 and 2021 in Scopus and Web of Science, shows that microlearning has been especially present in health, education, and engineering, particularly in higher education, professional training, and hybrid learning contexts.
Among its advantages are flexibility, the possibility of learning from a mobile device, the reduction of cognitive load, and its usefulness for introducing topics, reinforcing knowledge, or updating professional skills. The most common formats include microvideos, quizzes, mobile resources, QR codes, simulators, social networks, and proposals combined with flipped learning and gamification. In many cases, its value lies precisely in complementing other methodologies, not replacing them.
The study also points out important limitations. Microlearning does not seem to be the best option for addressing highly complex content, developing higher-order skills, or supporting learning processes that require in-depth discussion, sustained collaboration, and contextualization. For this reason, the authors emphasize the need for better design: flexible pathways, brief but meaningful content, peer interaction, formative assessment, and automatic or personalized feedback.
In short, microlearning works when it is understood as a rigorous pedagogical strategy rather than a technological trend: small doses, yes, but with educational purpose, sound instructional design, and coherent integration into broader learning experiences.
---
How to Cite: García-Valcárcel Muñoz-Repiso, A., & Betancur Chicué, V. (2023). Microlearning Strategy Design Features in Educational Settings: A Systematic Review. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 201–222. https://doi.org/10.5944/ried.26.1.34056
