The Trap of Surface Learning

What if I told you that sometimes the people who think they know the most… actually know the least? It’s a strange paradox, right? But it’s at the heart of something called the Dunning-Kruger effect, and it has a lot to do with the way we learn—and, more importantly, how we teach. As instructional designers, this little psychological quirk can be your biggest obstacle, and without realizing it, you might be reinforcing it rather than breaking it down.

The Dunning-Kruger effect is like that moment when someone picks up a new skill—let’s say, they take their first few piano lessons or learn the basics of coding. Suddenly, they feel like they’ve got a pretty good handle on things, even though they’ve just scratched the surface. It’s not that they’re trying to overestimate themselves; it’s that they don’t know enough yet to see all the complexities hiding beneath that surface. Their newfound confidence soars, even though their actual competence hasn’t caught up yet.

And then, reality hits. As they dig deeper, they start to see just how much more there is to learn. That’s when their confidence plummets, and they realize, “Wow, I actually don’t know as much as I thought.” If they keep pushing through, they eventually regain that confidence—but this time, it’s grounded in a much richer understanding of the subject.

So, why does this matter to us as instructional designers? Because we’re often in the business of guiding people through that tricky phase of initial learning. It’s our job to help them move beyond that first peak of overconfidence, and past the soul crushing cliff of realizing the complexity of the situation, to a place where they can see the full landscape of what they’re trying to master. But here’s the catch: too often, we stop just before that first peak, focusing on the what without really digging into the why.

It’s almost as if we want to keep the illusion that we know exactly what we are doing. That we don’t want to get to the point where real effort begins and small quips no longer bring us the progress they used to.

Why? Typically it’s because we are creating training that is full of jargon, buzzwords, and concepts that you only know at a surface level. Let’s be honest, you didn’t spend that much time learning the content and you only know it at a surface level. And the people taking the course are most likely going to skip through just so they get a shiny checkmark next to their name on the LMS.

Think about it—how many training sessions or courses have you seen that are full of bullet points, step-by-step instructions, and definitions, but don’t actually explain the underlying concepts? It’s easy to assume that if someone can repeat the process, they’ve learned it. But just because they know how to do something doesn’t mean they understand why they’re doing it that way. Just because they can say a new word doesn’t mean a thing.

And that’s a problem. Because when we teach at that surface level, we’re feeding into the Dunning-Kruger trap. We’re giving learners just enough information to feel confident, but not enough depth for them to recognize what they don’t know. They walk away from the training thinking they’ve mastered it, but the minute something doesn’t follow the script, they’re lost. It’s like giving someone a map without teaching them how to navigate by landmarks or the stars. They might find their way on a straight path, but the moment they hit a detour, they’re stuck.

So, how do we fix this? How do we get past the surface and create learning experiences that really stick? Well, it starts by thinking like a mentor rather than a manual. It’s about asking the deeper questions: What’s the principle behind this process? How does this concept connect to the bigger picture? And—this is the important one—how can we challenge learners to apply what they’re learning in new, unexpected situations?

This means letting go of some control as instructors. It means creating opportunities for learners to struggle a bit, to make mistakes, and to feel the gap between where their knowledge is and where it could be. It’s the difference between memorizing a formula and understanding why that formula works in the first place.

And you know what’s amazing? When we do this—when we teach in a way that goes beyond the surface—learners start to build a kind of mental flexibility. They’re not just following steps; they’re making connections, seeing patterns, and even—dare I say—getting a little uncomfortable. But that discomfort is a sign that they’re breaking through the Dunning-Kruger wall, moving past that false peak of confidence into a place where real growth happens.

We can achieve this by creating activities that feel more like a natural progression through the course rather than traditional quizzes. Think about how children respond to shows like Dora the Explorer. Have you ever noticed a child getting annoyed when Dora asks where Swiper is? No because they are yelling with her to keep Swiper from swiping! Or how children eagerly engage when Blue asks them to pull out their handy-dandy notebook? Just like Blue’s Clues, we can scaffold information and learning goals, gradually providing more knowledge with each step. This approach makes the final conclusion feel achievable, but only if learners have taken the time to work through the entire process.

There’s a reason why Sherlock Holmes often outshines Hercule Poirot—it’s about the journey of discovery and the engagement along the way.

Other times you might create realistic scenarios where the learning environment mimics the actual environment, or you may create fantastical scenarios that are easily memorable. Anything to get past that initial surface level wall. Imagine taking a course where the character isn’t perfect, and isn’t a doofus. Someone you can actually relate to, someone who figures out problems by thinking about thing, not just “remembering what their manager told them” or “yep, i saw that in the manual.” And don’t limit yourself, characters can be anything. From a room, to a process, or even a magical robot. Anything that catches the learner by surprise. Anything that keeps them from clicking the mute button. By focusing on diving deeper, the learners will be left with something more than a couple new words.

It’s not always easy, and it’s not always quick. But that deeper understanding? It’s worth it. It’s the difference between training someone to do a task and empowering them to think through a problem. It’s what makes them adaptable, resilient, ready to tackle the next big challenge, rather than just repeating the steps they’ve been shown.

So, knowing about the Dunning-Kruger effect might make you think you’re ready to design learning experiences that stick, right? But don’t be fooled—just knowing about it doesn’t mean you get it. Right now, you’re still on the surface, riding that wave of newfound confidence. And this video? Sure, it’s given you a glimpse, maybe even a lightbulb moment. But it won’t be what makes this knowledge last. That part? It’s all on you. You’ve got to dig deeper, challenge yourself, and keep learning—because that’s where the real understanding lies.