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Engaging Students in Active Learning: The Case for Personalized Multimedia Messages
ARTICLE

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Journal of Educational Psychology Volume 92, Number 4, ISSN 0022-0663

Abstract

Tests the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Instructional messages were presented in either a personalized style or a neutral style. Results reveal that personalized messages produced better problem-solving transfer performance and retention performance. (Contains 40 references, 2 tables, and 2 appendixes.) (Author/GCP)

Citation

Moreno, R. & Mayer, R.E. (2000). Engaging Students in Active Learning: The Case for Personalized Multimedia Messages. Journal of Educational Psychology, 92(4), 724. Retrieved June 17, 2019 from .

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