The authors tested 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. Students received a multimedia explanation of lightning formation (Experiments 1 and 2) or played an agent-based computer game about environmental science (Experiments 3, 4, and 5). Instructional messages were presented in either a personalized style, where students received spoken or written explanations in the 1st- and 2nd-person points of view, or a neutral style, where students received spoken or written explanations in the 3rd-person point of view. Personalized rather than neutral messages produced better problem-solving transfer performance across all experiments and better retention performance on the computer game. The theoretical and educational implications of the findings are discussed.
CITATION STYLE
Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), 724–733. https://doi.org/10.1037/0022-0663.92.4.724
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