This kiddy training potty is a shining example of bells and whistles being chosen over effective learning architecture. My wife and I purchased this “nifty “ unit that lights up and talks thinking that it would make potty training more engaging for our two-year-old daughter. I quickly came to find that all the lights and voices were actually working against my daughter learning to successfully use the toilet.

I could go down a list of how the designers of this product got it wrong but ultimately, it comes down to improper formative feedback given out randomly and not supporting and re-directing the actual decisions and/or actions of the learner.

The designers built a triggering system into the seat with a couple of states, on and off. When in the on state, (ie. butt on seat) the device gives messages like “going potty is fun” and other cutesy little things. OK, there’s nothing wrong with that aside from being rather annoying over and over. Here is the real problem: once the child get’s off the seat and triggers the off state, the potty says, “You did it! You went potty!” My reaction the first time was horror!

As every parent knows, this is not the case in the beginning of potty training and as of yet my child has NOT gone potty but has consistently been given feedback stating otherwise every time. So while the little toilet voice is giving its inaccurate feedback, I am trying to revise it and tell my daughter that she made a good try but next time it would be even better if “pee pee” went in the potty. Still the cutesy voice and celebration lights in the potty had me beat. It was cooler and more “engaging” than Dad.

I think you can see where I am going with this. The very same example can be applied to larger learning initiatives for adult learners where we get sucked into technologies that ultimately don’t adhere to sound learning architecture and either provide no feedback or inaccurate feedback due to system, design or content limitations and shortcomings.

Feedback is where it’s at…Get it right!