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

  • One of the frequently examined design principles recommendations in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalised 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 personalised 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 haemorrhages either with a formal or a personalised 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 personalised compared to the formal version. This result can be seen as indicators for an inverted effect of personalization on the level of visual attention.

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Metadaten
Document Type:Article
Author:Jun.-Prof. Steffi ZanderORCiDGND, Stefanie WetzelORCiD, Dr. Tim KühlORCiDGND, Prof. Dr. Sven BertelORCiDGND
DOI (Cite-Link):https://doi.org/10.3389/fpsyg.2017.02202Cite-Link
URN (Cite-Link):https://nbn-resolving.org/urn:nbn:de:gbv:wim2-20180312-37342Cite-Link
URL:https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02202/full
Parent Title (English):Frontiers in Psychology
Language:English
Date of Publication (online):2017/12/15
Date of first Publication:2017/12/15
Release Date:2018/03/12
Publishing Institution:Bauhaus-Universität Weimar
Institutes:Fakultät Kunst und Gestaltung / Instructional Design - Didaktik medialer Lernumgebungen
Volume:2017
Issue:Volume 8, Article 2202
First Page:1
Last Page:16
Tag:cognitive load; eye-tracking; multimedia design principles; multimedia learning; personalization effect
GND Keyword:Lernen; Computerunterstütztes Lernen; Multimedia
Dewey Decimal Classification:100 Philosophie und Psychologie
300 Sozialwissenschaften / 370 Bildung und Erziehung / 370 Bildung und Erziehung
BKL-Classification:10 Geisteswissenschaften allgemein
81 Bildungswesen / 81.51 Lernprozess
81 Bildungswesen / 81.67 Audiovisuelle Medien
Open Access Publikationsfonds:Open-Access-Publikationsfonds 2017
Licence (German):License Logo Creative Commons 4.0 - Namensnennung (CC BY 4.0)