Using the Personalization Hypothesis to Design E-Learning Environments

This paper reports a study that set out to test the personalization hypothesis in the domain of chemistry. E-learning environments were used in this study that were compulsory pre-laboratory activities, used to prepare students to carry out experiments in chemistry. Retention and transfer tests were conducted immediately after students had completed the pre-laboratory work and were used to investigate students’ academic performance. Approximately 600 students took part in the project in semester 2, 2005 and about 800 participated in semester 1, 2008, as well as a small bridging course group in 2007. Each study covered a range of levels of prior knowledge within the domain. Characteristics of language background and gender were also taken into account.