The relationship between e-learning personalisation and cognitive load

Abstract

ABSTRACT Cognitive processing issues online may be reduced through e-learning personalisation, which allows learners to address individual learning needs by controlling how they process information. While some research shows that e-learning personalisation may actually complicate information processing under specific circumstances, this study examines whether it can be successful over the course of an entire semester. Survey responses from a group of university students taking massive online learning classes in South Korea (n = 2,160) were analysed to investigate relationships involving e-learning personalisation and various elements of cognitive load. Results showed that as e-learning personalisation levels increased, negative aspects of cognitive load decreased. These results support cognitive load reduction strategies in ways that traditional lectures replicated in online environments cannot.