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A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style
ARTICLE

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Journal of Educational Psychology Volume 96, Number 2, ISSN 0022-0663

Abstract

Students received a personalized or nonpersonalized version of a narrated animation explaining how the human respiratory system works. The narration for the nonpersonalized version was in formal style, whereas the narration for the personalized version was in conversational style in which "the" was changed to "your" in 12 places. In 3 experiments, students who received the personalized version scored significantly higher on transfer tests but not on retention tests than did students who received the nonpersonalized version. The results are consistent with a cognitive theory of multimedia learning in which personalization causes students to actively process the incoming material.

Citation

Mayer, R.E., Fennell, S., Farmer, L. & Campbell, J. (2004). A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. Journal of Educational Psychology, 96(2), 389-395. Retrieved August 24, 2019 from .

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