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The importance of using stories to impact memory is highly explored and documented; however, little guidance exists for how to develop stories in the context of instructional design. The purpose of this paper is to offer a template for conforming workplace training material into stories. With specific examples and reasoning, the author offers a new way to develop training materials based on the framework of a story.

Exploring basic storytelling elements learned in grade school, the author combines past experience with general observations on how stories affect the learner. Applying these concepts, she walks the reader through an experience that reveals how the brain interprets stories. She uses her own story with specific examples and reasoning along the way to help you find the stories that already exist in your everyday world.

This paper shows, anecdotally, how to build stories around workplace problems for use in training. It suggests that modeling training around the framework of a story helps the audience to process the information as an experience and therefore retain the information longer.

This paper was designed to help anyone who is responsible for developing instructional content and has been looking for a structured way to frame that content into a story.

There is a scarcity of research studies on why people remain inactive when encountering and recognising misinformation online. The main aim of this paper is to provide a groundwork for future research into why users do not challenge misinformation on digital platforms by generating hypotheses through a synthesis of pertinent literature, including organisational behaviour, communication, human-computer interaction (HCI), psychology and education.

Given the lack of directly related literature, this paper synthesised findings from relevant fields where the findings might be relevant, as the tendency to withhold opinions or feedback is a well-documented practice in offline interaction.

Following the analysis of relevant literature, the potential reasons for online silence towards misinformation can be divided into six categories: self-oriented, relationship-oriented, others-oriented, content-oriented, individual characteristics and technical factors.

Although corrections coming from peers can effectively combat misinformation, several studies showed that people in cyberspace do not take such action. To the best of the authors’ knowledge, there has been scarce and virtually non-existent research investigating why people refrain from challenging others who post misinformation online. Thus, this paper attempts to address this gap and identify reasons in adjacent domains. The reasons provide a starting point for researching interventions to reduce reluctance and abstinence regarding the challenge of misinformation. The findings can be beneficial beyond the area of challenging misinformation and are extensible to other types of content and communication that people are hesitant to discuss and challenge, such as online injustice, prejudice and hate speech.