| This study analyzed two of the multimedia principle’s effects - personalization and segmentation - of the cognitive theory of multimedia learning (CTML) on both learning and motivation. The subject matter of the learning material was hazard recognition; the participants were community college students. Data were collected from both a content test and a motivation survey (Keller’s IMMS). The content test measured both recall and transfer. A MANOVA was used to analyze the effects of the four combinations of personalization and segmentation on three dependent variables (recall scores, transfer scores, and IMMS scores). The results of this study found no main effects for personalization, segmentation, nor an interaction between the two CTML principles. Additional analysis of the IMMS subscales (attention, relevance, confidence, and satisfaction); showed only confidence had a statistically significant difference between the ps (no segmentation and no personalization) and the pS (no personalization and segmentation) groups. There are several possible reasons why this study did not find the same results as numerous other studies including: small effect size, variability in scores reduced the power, brevity of treatment, the individual lesson not being included in larger unit, lack of diversity in gender and race, diversity in participant’s age, and amount of prior experience and safety training. These results are in disagreement with prior published research, although the findings did seem to support Spanjers, et al. (2011) and McLaren, et al. (2011) in regards to students with higher knowledge. Keywords: ARCS, Cognitive Theory of Multimedia Learning, hazard recognition, Personalization Principle, Segmentation Principle, recall, transfer |