Enhancing workplace eLearning with branching scenarios: An action case study

Abstract

Purpose: This study explores how learner engagement evolves over time in workplace eLearning when branching scenarios are used to simulate real-world decision-making. It addresses a gap in understanding how instructional design influences sustained motivation and cognitive processing across multiple stages of digital training. Design/methodology/approach: A quasi-longitudinal Action Case Research design was employed. Ten adult learners participated in thirty semi-structured interviews conducted before, during, and after completing a branching scenario-based e-learning module. Thematic analysis was used to explore shifts in engagement, motivation, and cognitive responses over time. Findings: Engagement was strongest when scenarios mirrored real job tasks, enabling learners to make contextual decisions and experience “safe failure". Structured progression, authentic relevance, and timely feedback supported sustained motivation. However, engagement declined when content became repetitive, insufficiently challenging, or cognitively overwhelming. The findings highlight how scenario design can balance cognitive load and foster experiential learning. Practical implications: The findings provide guidance for learning and development professionals seeking to implement engaging, job-relevant digital learning programmes. Design recommendations include using authentic scenarios, scaffolding task complexity, and incorporating adaptive feedback mechanisms. Originality: This study contributes to the limited body of workplace longitudinal research on digital learning engagement by applying Cognitive Load Theory and Experiential Learning Theory to examine how branching scenarios influence learner engagement, motivation and knowledge retention over time. It offers practical insights for designing scenario-based training that is both cognitively efficient and contextually relevant.