The personalization effect improves learning, moderated by prior knowledge, content type, pacing, culture, and language¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Personalized (colloquial, directly addressing) text formulations improve learning outcomes compared to formal expressions. → Sascha Schneider 2021 q2 i? Learners with low prior knowledge benefit more from personalized materials than learners with high prior knowledge. → Sascha Schneider 2021 (2)

Evidence¶

Sascha Schneider 2021¶

Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Günter Daniel Rey. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5

q2 · i? · review · r2

The review reports the personalization effect has been proven by a large number of studies (citing Ginns et al. 2013 for an overview) and attributes the mechanism to self-schema activation, familiarity, interest, and relevance. Second-hand narrative report; no effect sizes printed.

"The effect can be explained by the activation of self-schemata (i.e., one type of a social schema), increased familiarity, as well as a rise in interest and relevance for learners (e.g., Reichelt et al.2014, Schneider et al. 2015a)."

Sascha Schneider 2021 (2)¶

Sascha Schneider, Maik Beege, Steve Nebel, Lenka Schnaubert, Günter Daniel Rey. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review. https://doi.org/10.1007/s10648-021-09626-5

q2 · i? · theoretical · r2

Moderator reported second-hand by the review, citing Stiller and Jedlicka (2010). The article describes this as one of several moderators visible through empirical findings of various studies; no statistics are printed.

"learners with low prior knowledge benefit more from personalized materials than learners with a high level of prior knowledge (e.g., Stiller and Jedlicka 2010)"

Discussion¶

Related Claims¶

• Personalization to student interests improved accuracy on hard knowledge components involving algebraic expression-writing within the tutoring unit — a narrower finding that bears on this claim
• Intelligent tutoring systems are a mature, technologically sophisticated implementation of AI-driven personalized learning with mostly positive outcomes in programming, mathematics, and STEM — related
• A 1993 case-study paper on culturally aware teachers asserts, without data of its own, that instruction incorporating students' life experiences, language and skills improves academic performance — related