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

摘要

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. Suppose you are sitting at your computer, exploring a Web site on health information. You click on a link about how the human respiratory system works, and you see a short presentation on the screen. The presentation consists of an animation depicting the processes of inhaling air into the lungs, exchanging oxygen from the lungs into the bloodstream and carbon dioxide from the blood-stream into the lungs, and exhaling air out of the body. The presentation also consists of a corresponding narration spoken in a