Underlying Processes of an Inverted Personalization Effect in Multimedia Learning - An Eye-Tracking Study.

Steffi Zander,Tim Kühl,Sven Bertel,Stefanie Wetzel

doi:10.3389/fpsyg.2017.02202

Abstract

One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’). Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1) whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues) and (2) which are the underlying processes (e.g., attention allocation) of the personalization effect. German university students (N = 37) learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention.

Highlights

IntroductionSeveral studies from the field of multimedia found evidence that a personalized language style has a positive effect on motivation and learning outcomes of learners (e.g., Mayer, 2014)
Imagine you are learning facts about brain hemorrhage and the learning material contains sentences like:“When one of your vessels is hurt and blood cannot leak from your brain” or “Parts of your brain can be destroyed as a consequence of the enormous high pressure.”Would you continue reading? Several studies from the field of multimedia found evidence that a personalized language style has a positive effect on motivation and learning outcomes of learners (e.g., Mayer, 2014)
A reduction of cognitive load (CL) can be achieved through different design principles that aim in supporting perception and processing of information, as for Inverted Personalization Effect instance the contiguity or modality principle (Mayer, 2014)

Summary

Introduction

Several studies from the field of multimedia found evidence that a personalized language style has a positive effect on motivation and learning outcomes of learners (e.g., Mayer, 2014). It is assumed that greater interest in the learning material results in a more effective use of available cognitive resources, as interest frees up mental resources (e.g., attention, persistence) of learners and supports focused allocation of these resources to the domain of interest (Hidi et al, 1992; Harp and Mayer, 1998). The higher availability of resources combined by focused attention should reduce cognitive load while processing learning materials in high interested compared to low interested learners. The personalization of the language style is seen to be one approach to enhance the situational interest of learners, and to reduce CL

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