3.2 Learner Interface of E-learning Learner-interface can be improved through the provision of a suitable mechanism, simple and appropriate information which could motivate and at the same time assist students in their understanding and help them in their selection of information for acquisition (Ong & Lai, 2006). An ill-managed interface in the educational system can adversely impact the confidence level of the study, learning performance, and his moral and ethical values (Rovai, 2004). The interaction between the student and the interface were considered in prior research that attempted to improve education quality through e-learning (Chou, 2003). In sum, several studies have been dedicated to the interface design that is capable of interacting with different learners' personalities, and direct them into using and accepting the appropriate use of tool for different purposes. Added to this, the creation of a more structured screen layout and clarified instruction on e-learning tools will assist learners to effectively obtain and acquire the information, after which the learners will be convinced of the tools usefulness (Saade & Otrakji, 2007). 3.3 Personalization of E-learning As with the preceding factor, several studies have also shed a light on the personalization of the e-learning system and referred to it as a method to customize learning cases on the basis of the specific parameters. Personalization is attributed to different characteristics and requirements. For example, the fundamental knowledge, learning patterns and inspiration differ from one learner to another. These differences in characteristics are pertinent to delivering customized learning scenarios. Such strategy of personalization combines different parameters to create a customized learning for every student Researchers stressed on the consideration of the learners' level of knowledge that can lead to the promotion of personalized learning performance (e.g. Chen & Duh, 2008; Henze et al., 2004; Jovanovic et al., 2009). Hence, the learner's ability significantly affects personalization. A personalized e-learning system was proposed by Chen et al. (2005) using item response theory that furnishes such a system based on the difficulty parameters attributed to the response of learners and the course materials provided (Chen et al., 2005). In the context of customary education, personalization refers to teaching and learning performance that entails the individual student's characteristics coupled with his requirements, practice and interaction in the quest to develop a constructive learning environment. The relevant processes include learning, matching and evaluation. It begins with collection of data among students (direct and indirect) with regards to their demographics and interaction during the process of learning (Chen & Chung, 2008)