Personalization enhances learning anatomy terms

Abstract

Background: Personalizing computer-based instructional text with a conversational rather than formal style has been found to enhance learning substantially.

Aim: An experimental study investigated whether a conversational style would enhance learning anatomy terminology from paper-based materials.

Methods: Students were randomly assigned to experimental conditions, and hypotheses were tested with a multiple-choice test and self-report scales.

Results: Studying personalized materials led to better performance on a terminology test and lower mental effort during testing than studying non-personalized materials. However, groups did not differ on ratings of interest/enjoyment.

Conclusion: These results extend previous research by demonstrating learning gains following personalization using paper-based materials. However, the lack of effect on interest/enjoyment self-reports raises questions about previous theorizing on the role of this variable.