None of the existing reviews or meta-analyses have focused on personalized learning that accommodates learners’ interests. To address this issue, we conducted this meta-analysis to examine the effects of personalized learning by interest on self-reports of interest and cognitive load, retention, and transfer, as well as potential moderators of these effects. Based on 26 interest effect sizes (n = 5,335), 8 cognitive load effect sizes (n = 1,228), 46 retention effect sizes (n = 5,991), and 6 transfer effect sizes (n = 375) from 34 publications, our analysis revealed that a) personalized learning by interest had a medium-to-large effect on interest (g = 0.55), a medium-to-large effect on cognitive load (g = 0.54), a medium effect on retention (g = 0.48), and a medium effect on transfer (g = 0.36); b) the effect on interest was moderated by the diagnostic approach, grain size, and the domain, c) the effect on retention varied across learners from different continents, and d) the effect on retention was larger for quasi-experimental studies than experimental studies. Results are discussed in terms of their implications, limitations, and potential to inform future research.

现有的评论或荟萃分析都没有关注适应学习者兴趣的个性化学习。为了解决这个问题，我们进行了荟萃分析，以研究个性化兴趣学习对兴趣和认知负荷、保留和迁移的自我报告的影响，以及这些影响的潜在调节因素。基于来自 34 篇出版物的 26 个兴趣效应大小 ( n = 5,335)、8 个认知负荷效应大小 ( n = 1,228)、46 个保留效应大小 ( n = 5,991) 和 6 个转移效应大小 ( n = 375)，我们的分析显示a) 个性化兴趣学习对兴趣有中到大的影响（ g = 0.55），对认知负荷有中到大的影响（ g = 0.54），对记忆力有中等影响（ g = 0.48），对转移的影响中等（ g = 0.36）； b) 对兴趣的影响受到诊断方法、粒度和领域的调节，c) 对不同大陆的学习者的记忆力的影响各不相同，d) 准实验研究对记忆力的影响比实验研究更大。讨论结果的含义、局限性以及为未来研究提供信息的潜力。