Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Abstract Background Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., instruction needs to be adapted students' styles), which may at odds with evidence‐based teaching. Objectives Refutation texts are a classical method reduce and thus stimulate conceptual change. We wanted know whether making use of computer algorithm personalize refutation would best initiate teachers' Methods designed an online experiment, in N = 129 in‐service read either (1) expository (without direct refutation), (2) common texts, or (3) personalized texts. The filled misconception questionnaire pre post assess their Results Conclusions Statistical analyses revealed initiated the strongest change, was driven by increased feelings guilt shame. Common did not foster change as compared These findings indicate should for experienced practitioners such teachers. Takeaways Personalized seems promising context teacher training programs. Further test extent present also apply other groups learners practitioners.