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Triggers create dynamic learning solutions, and increase participant engagement and retention.


In IRIS, triggers are used to automatically generate specific actions. Like pipes, they are key tools in the customization of the learning content. Rather than alter the presentation of content, however, triggers control the behaviour of content. There are a variety of triggers within IRIS and they can be applied to content individually, or in combination with one another. Some common uses of triggers include:

  • Creating dynamic “build your own story” tools, allowing participants to self report characteristics or preferences and be presented with specialized content unique to their situation.
  • Improving participant retention and adherence by sending email reminders and congratulatory messages, uniquely customized to each participant.
  • Ensuring project adherence to quality assurance benchmarks by automatically creating and assigning tasks for specific staff members.
There are many different ways triggers can be used to control content behaviour within IRIS. Below are just three of the many possibilities to illustrate their potential.

Providing Instantaneous Feedback

As depicted in the video above, IRIS can provide instant feedback based on participant interaction. By prompting participant engagement and then providing instant feedback, overall engagement and effectiveness of the online treatment program increases.

Feedback Targeting Current Thoughts or Behaviours:

Maria is prompted to select her thoughts when her child, Lucy, is having a temper tantrum. As Maria selects each negative thought, a personalized positive thought is instantly proposed. Maria can clearly see the connection between negative and positive thoughts, reinforcing the skill of the session.

Showing Participant-Specific Content

Participants in projects come from a wide variety of backgrounds and situations. Using triggers, the information you present to participants will only be that which applies directly to them. This will increase their engagement and interest in what they are reading.

Continually Relevant Treatment Content:

John is asked if his son Jack currently “attends day-care” or “stays at home”. He is instructed to click the answer that applies. If John selects “attends day-care”, he will be shown treatment information that is specifically related to day-care. If John chooses “stays at home”, he will be shown treatment information that is specifically related to staying at home. IRIS can generate learning content that is targeted specifically to John’s circumstances. He will only see information that is relevant, resulting in a highly customizable intervention program.

Sending a Reminder Email

Project participants do not always remember important dates for the work they are responsible for. At the same time, it is impossible to micromanage and remind each participant every step of the way. The use of triggers can solve this problem. By setting notifications to be sent to participants when certain conditions have been met, they will be automatically reminded what they need to do and when they need to do it, enabling them to fully engage with the study.

Increasing Study Retention and Adherence:

Daniel has completed session 4 of the treatment housed on IRIS. However, he has not logged in for over three days. The research project that Daniel is a part of has customized the email reminders in IRIS to automatically send an email to Daniel, reminding him about upcoming sessions in the program as well as program help resources, if he has not logged in three days after completing a session. Daniel is sent a reminder email to log back into IRIS, increasing project retention and adherence.