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| Description
| - The personalization principle, one of the design principles of multimedia learning, states that people learn better from multimedia presentations when instructions are in a conversational style rather than a formal style, possibly due to learners' increased interest. This principle was shown to be robust in short interventions that could be completed within minutes or a few dozen minutes; however, complex digital simulations and games that support the acquisition of complex mental models usually take longer to complete. In this study, we investigate the personalization principle in a new context: in an interactive simulation on the topic of beer brewing, which lasts 2-3 h. Instructions were presented in the Czech language, either in a personalized style, where learners were addressed conversationally by %22their grandpa, an owner of the family brewery,%22 or in a non-personalized, more formal style without the grandpa. In Experiment 1,26 college students, who interacted with both simulation versions, expressed on average a preference for the personalized version of the simulation. However, some of them worried that personalization could distract them. In Experiment 2 with a between-subject design, the knowledge of 75 predominantly college students was tested by means of retention and transfer tests immediately after completing the simulation and also a month later. Contrary to most previous works, our results showed no difference between the personalized and non-personalized groups in learning achievement, despite the fact that learners who received the personalized treatment voluntarily spent about 20% more time on the simulation. We also applied various measures of the learner's affective state, including Flow Short Scale and PANAS, but - again - no between-group differences were observed. These results indicate that personalization is not always beneficial to learning, which raises important questions for future research.
- The personalization principle, one of the design principles of multimedia learning, states that people learn better from multimedia presentations when instructions are in a conversational style rather than a formal style, possibly due to learners' increased interest. This principle was shown to be robust in short interventions that could be completed within minutes or a few dozen minutes; however, complex digital simulations and games that support the acquisition of complex mental models usually take longer to complete. In this study, we investigate the personalization principle in a new context: in an interactive simulation on the topic of beer brewing, which lasts 2-3 h. Instructions were presented in the Czech language, either in a personalized style, where learners were addressed conversationally by %22their grandpa, an owner of the family brewery,%22 or in a non-personalized, more formal style without the grandpa. In Experiment 1,26 college students, who interacted with both simulation versions, expressed on average a preference for the personalized version of the simulation. However, some of them worried that personalization could distract them. In Experiment 2 with a between-subject design, the knowledge of 75 predominantly college students was tested by means of retention and transfer tests immediately after completing the simulation and also a month later. Contrary to most previous works, our results showed no difference between the personalized and non-personalized groups in learning achievement, despite the fact that learners who received the personalized treatment voluntarily spent about 20% more time on the simulation. We also applied various measures of the learner's affective state, including Flow Short Scale and PANAS, but - again - no between-group differences were observed. These results indicate that personalization is not always beneficial to learning, which raises important questions for future research. (en)
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| Title
| - Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought?
- Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought? (en)
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| skos:prefLabel
| - Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought?
- Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought? (en)
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| skos:notation
| - RIV/00216208:11320/14:10284161!RIV15-MSM-11320___
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
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| http://linked.open...iv/cisloPeriodika
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| http://linked.open...vai/riv/dodaniDat
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| http://linked.open...aciTvurceVysledku
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| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
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| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
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| http://linked.open...ai/riv/idVysledku
| - RIV/00216208:11320/14:10284161
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| http://linked.open...riv/jazykVysledku
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| http://linked.open.../riv/klicovaSlova
| - Flow; Mental models; Beer brewing; Personalization principle; Serious games; Simulations (en)
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| http://linked.open.../riv/klicoveSlovo
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| http://linked.open...odStatuVydavatele
| - GB - Spojené království Velké Británie a Severního Irska
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| http://linked.open...ontrolniKodProRIV
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| http://linked.open...i/riv/nazevZdroje
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| http://linked.open...in/vavai/riv/obor
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| http://linked.open...ichTvurcuVysledku
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| http://linked.open...cetTvurcuVysledku
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| http://linked.open...vavai/riv/projekt
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| http://linked.open...UplatneniVysledku
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| http://linked.open...v/svazekPeriodika
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| http://linked.open...iv/tvurceVysledku
| - Brom, Cyril
- Bromová, Edita
- Buchtová, Michaela
- Pergel, Martin
- Děchtěrenko, Filip
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| http://linked.open...ain/vavai/riv/wos
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| issn
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| number of pages
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| http://bibframe.org/vocab/doi
| - 10.1016/j.compedu.2013.11.013
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| http://localhost/t...ganizacniJednotka
| |
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