Does an individualized learning design improve university student online learning? A randomized field experiment

University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation...