In this article, the effects of personalized narration in multimedia learning on learners' computer perceptions and task-related attitudes were examined. Twenty-six field independent and 22 field dependent participants studied the computer-based multimedia lessons on C-Programming, either with personalized narration or non-personalized narration. The result of this study lent support to the social agency theory: personalized narration in multimedia learning positively affects learners' computer perceptions and task-related attitudes. Contrary to the authors' prediction, personalized narration did not positively affect field dependent learners' computer perceptions and task-related attitudes. Instead, it was shown that field independent learners were marginally more anxious in learning task when learning with personalized narration than with non-personalized narration.