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Measuring Personalization, Embodiment, and Congruence in Online Learning: A Validation Study.

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  • 1D.A. Cook is professor of medicine and medical education, director of education science, Office of Applied Scholarship and Education Science, Mayo Clinic College of Medicine and Science, and consultant, Division of General Internal Medicine, Mayo Clinic, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-2383-4633 .

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Summary

Researchers developed the Congruence-Personalization Questionnaire (CPQ) to measure online learning design features. The CPQ effectively assesses personalization and congruence, enhancing instructional design and learner engagement.

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Area of Science:

  • Educational Technology
  • Instructional Design
  • Learning Sciences

Background:

  • Instructional designs emphasizing personalization, embodiment, and congruence can improve learning outcomes.
  • A lack of validated instruments to measure these specific instructional design features hinders research and application.
  • Online learning environments present unique challenges and opportunities for implementing these design principles.

Purpose of the Study:

  • To develop and validate an instrument for measuring personalization, embodiment, and congruence in online courses.
  • To collect evidence supporting the instrument's content, internal structure, and criterion validity.
  • To provide a reliable tool for researchers and educators to assess key instructional design elements.

Main Methods:

  • A 15-item, 5-domain instrument was initially developed through literature review, expert input, and pilot testing.
  • Participants (N=406) completed the instrument alongside measures of motivation, knowledge, and satisfaction after an online module.
  • Confirmatory and exploratory factor analyses were used to refine the instrument, leading to a 9-item, 2-domain Congruence-Personalization Questionnaire (CPQ).

Main Results:

  • The initial 15-item instrument showed poor model fit; structural revisions resulted in a well-fitting 9-item, 2-domain CPQ.
  • The CPQ demonstrated statistically significant positive associations with motivation and satisfaction (R² ≥ 0.12, P < .001 for 14/18 relationships).
  • Associations between CPQ scores and knowledge were weak and not statistically significant (R² ≤ 0.004, P > .23).

Conclusions:

  • The Congruence-Personalization Questionnaire (CPQ) provides valid scores for measuring personalization and congruence in online learning modules.
  • Evidence supports the CPQ's content validity, internal structure, and relationships with other relevant variables.
  • The CPQ can be a valuable tool for evaluating and improving instructional design in online educational settings.