Engaging students in active learning: The case for personalized multimediamessages

The authors tested the hypothesis that personalized messages in a multimedi a science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Students re ceived a multimedia explanation of lightning formation (Experiments 1 and 2 ) or played an agent-based computer game about environmental science (Exper iments 3, 4, and 5). Instructional messages were presented in either a pers onalized style, where students received spoken or written explanations in t he 1st- and 2nd-person points of view, or a neutral style, where students r eceived spoken or written explanations in the 3rd-person point of view. Per sonalized rather than neutral messages produced better problem-solving tran sfer performance across all experiments and better retention performance on the computer game. The theoretical and educational implications of the fin dings are discussed.