Digital textbooks are expected to recommend personalized learning resources to learners according to individuals’ learning preference and cognitive ability. Mayer had proposed multimedia learning principles for designing and developing multimedia resources. The aim of this research is to explore the compatibility of Mayer’s theory while designing personalized digital textbooks for the digital natives. 72 fifth graders participated in this study to choose their favorite types, suitable difficulties and preferred combination of digital multimedia learning resources. The results indicate the majority of Mayer’s theory is compatible to the choice of participants such as Multimedia and Modality principles. However, the ifndings show that Redundancy principles fail to ift for the current learners. Students preferre graphics, narration and on-screen text to graphics and narration. This study helps researchers and teachers to construct personalized learning resources in the digital textbooks for students of today.%根据资源偏好和学习难度为学习者提供个性化资源，是数字教材应该具备的功能。上世纪末梅耶等人提出的多媒体学习原则，曾在学习资源设计与开发中发挥了重要的指导作用。那么为数字原住民设计数字教材时，这些原则是否依然适用？该文以72名小学生作为被试，研究他们对资源类型、组合方式和难度的学习偏好，从而验证梅耶理论对数字原住民的适用性。结果发现被试的偏好选择与梅耶的多媒体学习原则基本吻合，但也出现了一些偏差。该文的结论为数字教材中个性化学习资源推送策略提供了实证基础。
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