Personalization Effects in Multimedia Learning: Which Level of Personalization Is Appropriate for Whom?

• In Event: Instructional Technology SIG Paper Session: Cognition, Metacognition, and Multimedia Design

Abstract

The personalization principle assumes that multimedia presentations using personalized language promote learning better than those using formal language. Formal texts can be personalized by replacing impersonal articles with possessive pronouns or directly addressing learners. Additionally, learners can be addressed by name. However, the influence of the level of personalization on learning is not yet clear. The personalization principle has been tested primarily in student populations. Since multimedia learning is becoming increasingly popular in school and continuing education settings, this study compared three versions of a computer-based program (formal, personalized, name-personalized) in these learning settings. Previous experiments did not systematically examine the processes underlying personalization effects. To analyze these, semi-structured interviews were conducted. First results and implication will be discussed.

Authors

• Maria Reichelt, University of Erfurt

• Steffi Zander, Bauhaus-Universität Weimar

• Helmut M. Niegemann, Saarland University