Formulating a Targeted Educational Message

1. Introduction

2. Designing a Targeted Educational Message

An effective educational message in digital learning content is not merely informative – it is pedagogically designed, aligned with clearly defined learning outcomes, the needs of the target audience, and the principles of good instructional communication.

This approach is known in the international literature as Instructional Message Design (IMD). According to Bishop (2013), IMD emerged at the intersection of communication theories and learning theories, with the aim of designing educational messages that do more than convey information—they actively support the learning process. Behaviourist models emphasised feedback (reward or punishment) as the key component of a message, while cognitive models focused on facilitating the learner’s information processing. Contemporary constructivist and social perspectives highlight that messages should stimulate interaction, reflection, and collaboration among students.

In other words, designing a targeted educational message aligned with IMD principles means that the teacher does not simply create textual or visual instructions, but strategically crafts communication that guides the student toward the intended learning outcomes, reduces cognitive load, and increases engagement.

3. Clarity and Conciseness in Educational Communication

Good practice includes using:

• short sentences,

• direct instructions,

• emphasis on key concepts.

According to Mayer’s cognitive theory of multimedia learning, reducing the amount of text and focusing on essential information improves comprehension (Mayer, 2009).

4. Adaptation of Language and Tone to the Target Audience

An educational message should be designed according to the characteristics of its target group: age, prior knowledge, learning context, and linguistic habits. For example, when addressing beginner-level students, it is recommended to use simpler vocabulary, specific examples, and a friendly tone (Bates, 2015). In contrast, for advanced learners, more specialised terminology and a problem-based approach may be appropriate.

In line with the Digital Education Action Plan 2021–2027 (European Commission, 2020), digital learning materials should be inclusive, accessible, and culturally sensitive, in order to support engagement and a sense of belonging among all students, especially in online environments.

5. Structure

Good message structure helps students navigate the content and understand it more easily. Organising the text using headings, subheadings, paragraphs, summaries, and bullet points makes the content clearer and more accessible. According to Clark and Mayer (2016), structuring content through a clear visual hierarchy, the use of headings and subheadings, and appropriate text formatting facilitates cognitive processing of information and improves learning.

A clear structure also enables students to quickly identify the most important information and focus on understanding and applying it.

6. Originality of the Message and Pedagogical Value

An instructional message should reflect the teacher’s authentic voice—motivating, recognisable, and grounded in real learning objectives. Instead of relying on generic or pre-prepared text, teachers should develop messages that reflect the learning context, the needs of specific students, and their own teaching style, thereby increasing relevance and engagement in the digital environment (Gregory-Ellis et al., 2022). Such messages do more than convey information; they stimulate critical thinking, engagement, and deeper understanding.

The pedagogical value of a message lies in how effectively it guides students toward the learning outcomes and encourages active participation in the learning process.

7. Guidelines for Designing an Effective Instructional Message

• • Use active verbs (explore, reflect, apply, explain, compare, create, evaluate).
    Active verbs clearly communicate what the student is expected to do.

  • Align the message with learning outcomes – make it clear what is expected and why.
    Explain why the task is important for the student’s learning and progress.

  • Avoid vague or ambiguous expressions (e.g., “something”, “maybe”, “in some way”).
    Unclear instructions increase cognitive load and create uncertainty for the student.

  • Encourage engagement – include a question, a challenge, an instruction to share or collaborate.
    Describe how the student should participate and what type of interaction is expected.

  • Maintain a professional but approachable tone – avoid overly formal or impersonal instructions.
    Include supportive statements that strengthen motivation and a sense of belonging.

  • Use examples – they help students relate instructions to a specific context.
    When possible, indicate the expected format and criteria of a high-quality result.

Checklist for Designing an Instructional Message

8. Examples of Educational Messages

9. Conclusion

The instructional message is a key element that connects the learning outcome, content, and activity into a meaningful and focused learning experience. In a digital environment, where communication often lacks immediate context, the clarity, structure, and authenticity of the message become particularly important.

After mastering the fundamental principles of lesson planning and digital content creation in the previous activities, it is now time to develop your own communication style—one that not only conveys information, but also encourages engagement, understanding, and active participation.

10. Literature

Bates, A. W. (2015). Teaching in a Digital Age.

Bishop, M. J. (2013). Instructional Message Design: Past, Present, and Future Relevance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), The Handbook of Research for Educational Communications and Technology (4th ed.). New York: Springer. doi: 10.1007/978-3-319-00927-8_9

Clark, R. C., & Mayer, R. E. (2016). E-learning and the Science of Instruction (4th ed.). Wiley.

European Commission. (2020). Digital Education Action Plan 2021–2027.

Gregory-Ellis, E., Johnson, A. M., & Waller, S. (2022). Experiences of creating digital content with students: Towards inclusive and authentic learning design. Journal of University Teaching & Learning Practice, 19(2).

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Learning and Instruction, 4(4), 295–312.