Personalized Computer-Assisted Instruction.

The relationship between personalized computer-assisted instruction (CAI) and learning, attitude, and personality were examined. Subjects were 181 students, predominantly female, enrolled in a one-year teacher training course at McGill University. Treatments consisted of two versions of a series of ten CAI lessons, one written to appear highly personalized, the other non-personalized. Significant results were found in two areas: the group receiving the personalized version scored higher on exams and took longer to complete the course. No significant difference was found between the groups in attitudes towards CAI after the course, although both showed an increase in positive attitudes. On the 18 personality variables studied, only one (achievement via independence) was found to interact with treatment, and one (self-acceptance) with attitude toward CAI. Analysis of the findings suggests that personalization may make CAI appear less dehumanizing, and result in better learning. (Author/CMV)