Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model

Research output: Contribution to journalArticle

51 Citations (Scopus)

Abstract

An increasingly widespread interest in developing fully adaptable e-learning systems (e.g., intelligent tutoring systems) has led to the development of a wide range of adaptive processes and techniques. In particular, advances in these systems are based on optimization for each user's learning style and characteristics, to enable a personalized learning experience. Current techniques are aimed at using a learner's personality traits and its effect on learning preferences to improve both the initial learning experience and the information retained (e.g., top-down or bottom-up learning organization). This study empirically tested the relationship between a learner's personality traits, analyzed the effects of these traits on learning preferences, and suggested design guidelines for adaptive learning systems. Two controlled experiments were carried out in a computer-based learning session. Our first experiment showed a significant difference in the learning performance of participants who were identified as introverts vs. those who were identified as being extroverts, according to the MBTI scale. As the distinction between extroverted personality types vs. introverted personality types showed the strongest correlation in terms of different learning styles, we used this criteria in our second experiment to determine whether design guidelines for appropriate content organization could reinforce the aforementioned correlation between personality type and learning experience.Relevance to industry: The findings from this article provide how one can practically apply personality traits to the design of e-learning systems. The structure and level of extraversion could be the features to be examined in this regard.

Original languageEnglish
Pages (from-to)450-461
Number of pages12
JournalInternational Journal of Industrial Ergonomics
Volume43
Issue number5
DOIs
StatePublished - 2013 Jan 1

Fingerprint

learning performance
electronic learning
Personality
Learning systems
personality
Learning
Guidelines
learning
Experiments
Intelligent systems
personality traits
experiment
Industry
experience
learning organization
organization
industry

Keywords

  • Depth-first and breadth-first design
  • Design guideline
  • Forward learning
  • Learning performance
  • Learning styles
  • MBTI
  • Personality trait
  • Top-down learning strategy
  • User model

Cite this

@article{5e74d1c9d84f4c3aa26ffdc772ff2eaf,
title = "Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model",
abstract = "An increasingly widespread interest in developing fully adaptable e-learning systems (e.g., intelligent tutoring systems) has led to the development of a wide range of adaptive processes and techniques. In particular, advances in these systems are based on optimization for each user's learning style and characteristics, to enable a personalized learning experience. Current techniques are aimed at using a learner's personality traits and its effect on learning preferences to improve both the initial learning experience and the information retained (e.g., top-down or bottom-up learning organization). This study empirically tested the relationship between a learner's personality traits, analyzed the effects of these traits on learning preferences, and suggested design guidelines for adaptive learning systems. Two controlled experiments were carried out in a computer-based learning session. Our first experiment showed a significant difference in the learning performance of participants who were identified as introverts vs. those who were identified as being extroverts, according to the MBTI scale. As the distinction between extroverted personality types vs. introverted personality types showed the strongest correlation in terms of different learning styles, we used this criteria in our second experiment to determine whether design guidelines for appropriate content organization could reinforce the aforementioned correlation between personality type and learning experience.Relevance to industry: The findings from this article provide how one can practically apply personality traits to the design of e-learning systems. The structure and level of extraversion could be the features to be examined in this regard.",
keywords = "Depth-first and breadth-first design, Design guideline, Forward learning, Learning performance, Learning styles, MBTI, Personality trait, Top-down learning strategy, User model",
author = "Kim, {Ji Eun} and Ahreum Lee and Ryu, {Hokyoung Blake}",
year = "2013",
month = "1",
day = "1",
doi = "10.1016/j.ergon.2013.03.001",
language = "English",
volume = "43",
pages = "450--461",
journal = "International Journal of Industrial Ergonomics",
issn = "0169-8141",
number = "5",

}

TY - JOUR

T1 - Personality and its effects on learning performance

T2 - Design guidelines for an adaptive e-learning system based on a user model

AU - Kim, Ji Eun

AU - Lee, Ahreum

AU - Ryu, Hokyoung Blake

PY - 2013/1/1

Y1 - 2013/1/1

N2 - An increasingly widespread interest in developing fully adaptable e-learning systems (e.g., intelligent tutoring systems) has led to the development of a wide range of adaptive processes and techniques. In particular, advances in these systems are based on optimization for each user's learning style and characteristics, to enable a personalized learning experience. Current techniques are aimed at using a learner's personality traits and its effect on learning preferences to improve both the initial learning experience and the information retained (e.g., top-down or bottom-up learning organization). This study empirically tested the relationship between a learner's personality traits, analyzed the effects of these traits on learning preferences, and suggested design guidelines for adaptive learning systems. Two controlled experiments were carried out in a computer-based learning session. Our first experiment showed a significant difference in the learning performance of participants who were identified as introverts vs. those who were identified as being extroverts, according to the MBTI scale. As the distinction between extroverted personality types vs. introverted personality types showed the strongest correlation in terms of different learning styles, we used this criteria in our second experiment to determine whether design guidelines for appropriate content organization could reinforce the aforementioned correlation between personality type and learning experience.Relevance to industry: The findings from this article provide how one can practically apply personality traits to the design of e-learning systems. The structure and level of extraversion could be the features to be examined in this regard.

AB - An increasingly widespread interest in developing fully adaptable e-learning systems (e.g., intelligent tutoring systems) has led to the development of a wide range of adaptive processes and techniques. In particular, advances in these systems are based on optimization for each user's learning style and characteristics, to enable a personalized learning experience. Current techniques are aimed at using a learner's personality traits and its effect on learning preferences to improve both the initial learning experience and the information retained (e.g., top-down or bottom-up learning organization). This study empirically tested the relationship between a learner's personality traits, analyzed the effects of these traits on learning preferences, and suggested design guidelines for adaptive learning systems. Two controlled experiments were carried out in a computer-based learning session. Our first experiment showed a significant difference in the learning performance of participants who were identified as introverts vs. those who were identified as being extroverts, according to the MBTI scale. As the distinction between extroverted personality types vs. introverted personality types showed the strongest correlation in terms of different learning styles, we used this criteria in our second experiment to determine whether design guidelines for appropriate content organization could reinforce the aforementioned correlation between personality type and learning experience.Relevance to industry: The findings from this article provide how one can practically apply personality traits to the design of e-learning systems. The structure and level of extraversion could be the features to be examined in this regard.

KW - Depth-first and breadth-first design

KW - Design guideline

KW - Forward learning

KW - Learning performance

KW - Learning styles

KW - MBTI

KW - Personality trait

KW - Top-down learning strategy

KW - User model

UR - http://www.scopus.com/inward/record.url?scp=84884978230&partnerID=8YFLogxK

U2 - 10.1016/j.ergon.2013.03.001

DO - 10.1016/j.ergon.2013.03.001

M3 - Article

AN - SCOPUS:84884978230

VL - 43

SP - 450

EP - 461

JO - International Journal of Industrial Ergonomics

JF - International Journal of Industrial Ergonomics

SN - 0169-8141

IS - 5

ER -