Talk to me personally: Personalization of language style in computer-based learning

• Personalization effects were examined for different target groups.
• We analyze how learners perceive the computer by changing the language style.
• We collected data with an experimental design and the “think-aloud” method.
• Personalization effects were found for motivation and retention, not for transfer.
• New factors were identified to explain personalization effects.

The personalization principle is a design recommendation for computer-based learning which states that multimedia instruction using personalized language promotes learning better than those using formal language. Formal texts can be personalized by replacing impersonal articles with possessive pronouns or directly addressing learners (e.g. using the second person). The effectiveness of this recommendation has been tested primarily in high school or college student populations. Although computer-based learning is increasingly popular in continuing education settings, currently there are no empirical studies into the personalization principle. The present study investigates whether personalized material leads to positive motivational effects and increased learning outcomes for different target groups. German college students and participants in continuing education (N = 127) received either a personalized or formal version of a computer-based program concerning gestalt laws. Regardless of the target group, personalization effects were found for motivation and retention, but not for transfer. To gain further insight into how learners perceive the computer depending on language style, the think-aloud method was used. Based on these findings, already existing approaches to explain personalization effects are discussed in relation to new extracted factors (e.g. emotional aspects).