Our research assessed the efficacy of didactic contents adapted to cognitive styles in a SCORM environment by examining the difference between e-learners and traditional learners with reference to learning processes such as intrinsic motivation, metacognition, learning strategies. 98 undergraduate students completed a questionnaire composed by the Cognitive Style Questionnaire, the Intrinsic Motivation Scale, the Metacognition and Self Regulated Learning Scale, and the Learning Strategies. ANOVA was conducted to compare the variables of interest. Data showed the efficacy of the adaptation of learning contents to cognitive styles, even with low levels of e-learners’ intrinsic motivation and metacognition. To provide additional evidence for our findings, future research is needed to collect data from a larger sample size.
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