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 higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M 20.96 years), we investigated effects of motivation (self-concept, self-efficacy, intrinsic utility task values), their performance, and, because our sample consisted teacher students, professional development regard to inclusive Employing structural equation modeling, found that positively affected self-concepts effort avoidant students. The also impacted attitudes self-efficacy towards education, but had no effect course course-related values. Moreover, analytics data revealed in-depth information students’ behavior. Results are discussed regarding possible strategies be implemented future versions design.