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This study assesses the efficacy of e-learning content that has been adapted \nto cognitive styles in a sample of older adults. Since the personalisation of \nlearning content has been generally associated with learning processes, \nit was hypothesised that intrinsic motivation, metacognition and selfregulated \nlearning and learning strategies would interact in affecting \nlearning outcomes. A sample of 106 older adults attending the University \nof the Third Age was divided into two groups on the basis of the learning \napproach (face-to-face vs. online). Participants were asked to fill out \nquestionnaires that assessed cognitive styles, learning processes and \nlearning outcomes. A factorial ANOVA and path analysis were used. \nFindings confirmed the efficacy of adapting e-learning content to older \nadults’ cognitive styles, as well as the role played by intrinsic motivation, \nmetacognition and self-regulated learning, and learning strategies in \ndetermining learning outcomes. Consequently, this research supports the \nbenefits of e-learning environments in facilitating learning processes and \nin encouraging older adults to engage in learning activities.
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