title: 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.
  
  
  OBJECTIVE
  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.
  
  
  CONCLUSIONS
  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.
authors.affiliation: Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. p.ginns@usyd.edu.au
authors.forename: Paul
authors.initials: P
authors.lastname: Ginns
authors.forename: Jennifer
authors.initials: J
authors.lastname: Fraser
mesh_terms: D000715:Anatomy / Q000193:education*; D003194:Computer-Assisted Instruction / Q000379:methods*; D004521:Educational Measurement / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D012647:Self-Assessment; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D013664:Teaching Materials; D055815:Young Adult