The Personalization Principle
Overview
The Personalization Principle is one of Mayer’s 12 Principles of Multimedia Learning. The theory views simulating a social discourse as an event that promotes active cognitive processing, allowing people to feel they are engaged in a conversation with a partner instead of passively receiving information. This theory suggests you can use an informal, conversational style and virtual coaches to increase learning outcomes and increase learner engagement.
Guidelines for Use
Guideline 1 – Use Conversational Style Rather Than Formal Style
- Use first- and second-person language to simulate a social connection with the learner
- Be polite, offer suggestions as cooperative activities, or ask questions to direct the learner
- Relating to the learner should not be done in excess
- On-screen coaches are characters, real or animated, that guide the learning process during an e-learning episode
- Coaches should move, sound, and use eye movement in a human-like manner
- Coaches should be used for instruction over entertainment via hints, worked examples, demonstrations, and explanations
- Visible authors give information about themselves and highlight their perspectives
- Newer learners may be encouraged by the author as a guide to the topic
Good Examples of Use
Example 1 – Duolingo
- Duolingo uses polite and cooperative language on its instructions to progress to the next steps. The Duolingo owl acts as a coach to new users, providing advice on learning techniques from useful tips to overall learning advice like practicing consistently. Visible authors establish a presence by providing feedback and answering questions on the forum.
- Udemy has a variety of programs available for e-learning. In the course overview, the author acts as the on-screen coach. They provide study techniques, descriptions of course and lesson content, and resources for practice questions.
Helpful Resources
Resource 1 – Applying the Personalization Principle
- Clark and Mayer provide direct advice on how to use the Personalization Principle
- In this episode of The Learning Pod, Kell Hansen and Jeanine Sullivan discuss what the Personalization Principle is and how it can be used in the workplace
- The study found learners in personalized simulations spent 20% more time on it but no differences in achievement
Research
Brom, C., Bromová, E., Děchtěrenko, F., Buchtová, M., & Pergel, M. (2014). Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought? Retrieved from: https://artemis.ms.mff.cuni.cz/main/papers/Beer_preprint_BromEtAl_CE_131231.pdf
Clark, Ruth & Mayer, Richard. (2012). Applying the Personalization Principle: Use Conversational Style and Virtual Coaches. Retrieved from: https://www.researchgate.net/publication/316422782_Applying_the_Personalization_Principle_Use_Conversational_Style_and_Virtual_Coaches
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Monero, R.& Mayer, R.E (2004). Personalized messages that promote science learning in vertical environments. Journal of Educational Psychology, 96, 165-173. Retrieved From: https://psycnet.apa.org/record/2004-11358-014
Clark, Ruth & Mayer, Richard. (2012). Applying the Personalization Principle: Use Conversational Style and Virtual Coaches. Retrieved from: https://www.researchgate.net/publication/316422782_Applying_the_Personalization_Principle_Use_Conversational_Style_and_Virtual_Coaches
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Monero, R.& Mayer, R.E (2004). Personalized messages that promote science learning in vertical environments. Journal of Educational Psychology, 96, 165-173. Retrieved From: https://psycnet.apa.org/record/2004-11358-014
Contributor
Submitted by: Stephen Lizak
Email: [email protected]
Bio: Stephen has worked for over a decade educating students across a variety of ages in the math and sciences. He has worked at Conestoga College as a teaching assistant, as a tutor for the drop-in service in the math center, at CHELP Tutor School, and as an independent tutor.
Email: [email protected]
Bio: Stephen has worked for over a decade educating students across a variety of ages in the math and sciences. He has worked at Conestoga College as a teaching assistant, as a tutor for the drop-in service in the math center, at CHELP Tutor School, and as an independent tutor.