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The use of e-learning personalization allows learners to control their learning by choosing which content to process and how to process it. In order to explain the processes that occur when students use e-learning personalization, this study looks at how it interacts with two other variables: sequencing and fading, a scaffolding technique where element interactivity is increased while instructional support is decreased as learners gain knowledge of the topic; and germane load, which is reflective of a reduction of negative aspects of cognitive load, resulting in higher levels of information transfer. Using survey analysis of university students in South Korea ( n  = 2268), results showed that sequencing and fading partially mediated the relationship between e-learning personalization and germane load, suggesting that student self-scaffolding is partially responsible for the relationship. This study differs from existing research, as it shifts sequencing and fading from an instructor-only perspective to a learner-focused activity. Based on these findings, system-provided e-learning personalization should be used to encourage learners to self-scaffold content according to individual learning needs.

The mediating effect of sequencing and fading on the relationship between e-learning personalization and germane load