Photoshop Software Simulation
Overview
Title: Adobe Photoshop Software Simulation (Microlearning)
Audience: Beginners with no prior experience using Adobe Photoshop
Role: Instructional Designer, eLearning Developer, Visual Designer
Tools Used: Articulate Storyline, Adobe Photoshop, Snagit
Categories: Software Simulation, Microlearning
Problem & Solution
Adobe Photoshop has a reputation for being powerful but intimidating, particularly for beginners. Many new users struggle not because the software is unusable, but because they are exposed to too many tools and options too quickly.
This microlearning simulation was designed to lower the entry barrier by focusing on a small number of essential actions. Rather than attempting to teach Photoshop comprehensively, the goal was to help learners become comfortable navigating the interface and completing a few realistic tasks.
The experience introduces the tool in a guided, supportive way that encourages exploration while reducing cognitive overload. By limiting scope and focusing on early wins, the simulation aims to build confidence and momentum rather than mastery.
Design Process
Given the contained scope of the project, I chose not to create a full action map or visual prototype. Instead, I developed a detailed written storyboard to plan the instructional flow, interactions, feedback, and visual treatment.
This approach allowed me to:
- Sequence interactions logically
- Align on-screen guidance with learner actions
- Maintain consistency across visual and instructional elements
The simulation was built using Storyline’s software simulation features, with careful attention to pacing and clarity. I used variables to track learner choices and adjust feedback, creating a more responsive experience while keeping the interaction model intentionally simple.
Results & Reflections
This self-initiated project reinforced the value of restraint in instructional design. Limiting content forced clearer decisions about what learners truly need at the start of their journey.
From a technical perspective, the project helped me strengthen my use of variables to manage learner interaction and personalise feedback without overcomplicating the build.
More importantly, it deepened my understanding of how microlearning and software simulations can work together to support confidence-building, not just task completion. It confirmed my preference for designing tool training that prioritises usability, clarity, and learner momentum over feature coverage.
© 2026 Flavia Bernardes