This study investigates the impact of mobile education on falls prevention within the health and social care workforce, with a specific focus on the use of microlearning, gamification, and cognitive load theory. Falls remain a critical issue in healthcare, often leading to significant patient harm and increased healthcare costs. Traditional training methods, while effective, may not always align with the time constraints and learning preferences of busy health professionals. Mobile learning technology, coupled with microlearning principles, offers an innovative and flexible solution for enhancing falls prevention education.

Microlearning, characterised by short, focused bursts of learning content, is designed to reduce cognitive load by minimising extraneous information and promoting retention of key concepts. This study explores how microlearning can deliver high-impact, easily digestible educational content to health and social care professionals, ensuring that critical knowledge is accessible and actionable. The application of cognitive load theory underpins this approach, emphasising the need to balance intrinsic, extraneous, and germane loads to optimise learning outcomes.

Gamification elements were also integrated into the mobile learning application to further enhance engagement and motivation. Features such as interactive quizzes, leaderboards, and achievement badges were used to create an engaging and rewarding learning experience. These elements leverage intrinsic motivation and the competitive nature of learners, encouraging repeated engagement and reinforcing key concepts related to falls prevention.

The study adopted a qualitative methodology, utilising semi-structured interviews with a diverse sample of health and social care professionals. Participants were asked about their experiences using the mobile app, their perceptions of the microlearning content, and the impact of gamification on their learning journey. The interviews also explored the usability of the app and its integration into daily routines.

Findings reveal that microlearning, underpinned by cognitive load theory, significantly improved knowledge retention and application. Participants appreciated the short, focused modules that allowed them to engage with the content during brief periods of downtime, such as between shifts or during breaks. The gamified elements were particularly effective in sustaining learner interest, fostering a sense of achievement, and encouraging friendly competition among peers. However, challenges such as varying levels of digital literacy and occasional technical issues were identified.

This study contributes to the growing body of evidence supporting the use of mobile learning for workforce education. It highlights the potential of microlearning and gamification to transform traditional training methods, reduce cognitive overload, and improve outcomes in falls prevention. Recommendations are made for the further development of mobile learning tools, including enhanced accessibility features and continuous updates based on user feedback, to ensure sustained impact in healthcare education.

Keywords: Mobile learning, digital education, digital innovation, cognitive load theory.