Instructional design for enhancing learning by leveraging advertising effects: the example of an organic chemistry course

Abstract To enhance group learning, advertising-style teaching, which adheres to the law of forgetting, was introduced into the classroom. Its effects on learning behavior and efficiency were investigated within the context of an organic chemistry curriculum. A total of 40 students, meeting the criteria for identical conditions and evenly distributed across two parallel classes at the university, were selected as research subjects. An experimental methodology, supplemented by observation and surveys, was employed to analyze advertising-style teaching and explore its relationship with the behavior and efficiency of group learning. The findings confirmed that advertising-style teaching had a positive impact on both the behavior and effectiveness of group learning. Through a comparative case study, evidence regarding the efficacy of advertising-style teaching was identified in the following aspects: (1) Cyclical design. It is essential to condense course content into a core concept, idea, or method, analogous to a slogan, to facilitate the cyclical process inherent in advertising-style teaching. (2) Review function. The advertising slogan functions as a repetitive stimulus for group learners, thereby reinforcing memory retention. (3) Enhancing efficiency. The repetition of the advertising slogan consolidates knowledge acquisition and contributes to improved learning outcomes. The integration of advertising-style teaching into the classroom facilitates the enhancement of group learning and extends the application of behaviorist learning theory.