Module 5 Webibliography

Webibliography Blog: Applying the Personalization Principle

Personalization Principle 1: Use Conversational Rather Than Formal Style

Empirical evidence, based on cognitive theories of learning, indicates that the use of conversational language such as first- and second-person language offers more effective learning experiences than using formal language (Clark & Mayer, 2011).

Using on-screen pedagogical human-like agents or animated agents can expose the author’s personal characteristics and provides some self-revealing comments and characteristics, enhancing the learner’s desire to learn and allowing the learner to feel some connection to the agent (Clark & Mayer, 2011).

 Psychological Reasons for the Personalization Principle: learners try to make sense of the material, so instructors should prime the process. Learners will work harder to encode material when they perceive it to a conversation (Clark & Mayer, 2011).

 Example:

·       “This program is about what type of plants survive on different planets.”

·       “You are about to start a journey where you will be visiting different planets.”

Example: 

"The white dwarf cools down slowly in time.

"The white dwarf cools down slowly in time. Now we know what will happen to our smallest star in the end. "

People treat computers like real people (how about the movie Her?). The human voice, particularly in the dialect and language of the learner, as opposed to a foreign accent, stimulates better learning than a machine-simulated voice. This is known as the voice principle (Clark & Mayer, 2011).

Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning

Pedagogical Agents: These are on-screen characters who assist in the learning process; they can be cartoon-like, a talking-head video, a reality avatar, or use machine-simulated voices, or a human voice, or in printed text. Students who see lessons with an agents perform better.

Suggestions for using an agent:

·         On screen agents should be speaking, as opposed to text on the screen.

·         Speech should be conversational, rather than formal.

·         Voice should be human-like.

·         Agents should provide instruction rather than entertainment-visuals with no content are not agents. A cartoon puppy that doesn’t offer any meaningful dialog is not an agent.

·         Use first- and second-person language (I, we, me, my, you, your).

(Clark & Mayer, 2011).

Personalization Principle 3: Make the Author Visible to Promote Learning

Using branding serves the purpose of motivating learners. When authors/facilitators are visible, the student perceives this person as a personal guide. There is a relationship between author and reader that is human-like. The learner feels they are in a conversation with the facilitator. The other can be too self-revealing, and this can distract the learner. The social cues should be offered at just the right amount as to not distract the learner (Clark & Mayer, 2011).

Clark, R. C. & Mayer, R. E. (2011).  E-Learning and the science of instruction-third edition. San Francisco, CA: Pfeiffer.