Individual learning preferences based on personality traits in an E-learning scenario

Kamal, Anju; Radhakrishnan, Souhreda

doi:10.1007/s10639-018-9777-4

Cited by 46 publications

(34 citation statements)

References 24 publications

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“…The research revealed that students' personalities can be a practical tool to guide appropriate content and structure of computer-based learning systems. Likewise, researchers [13] examined the relationship between personality traits using MBTI and learning styles using the Felder-Silverman Index of Learning Styles for millennial students learning online. The results showed that online learning allows the freedom to create one learning material while implementing various gamification elements that best fits with the students' personalities.…”

Section: Related Workmentioning

confidence: 99%

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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Currently, there is a growing interest for applying gamification in e-learning due to innovations in technologies and pedagogies. However, motivation and engagement related problems can arise when the gamification elements are not personalized to match the individual's needs. Therefore, this research proposes a Hybrid Learning Model that combines both Gamification and Personality Traits to increase academic achievement and motivation for students who are studying foreign languages online. The methodology for the Hybrid Learning Model includes three different stages: pre-play stage where the students' personalities are gathered using the Big Five Personality questionnaire, gameplay stage where students' dominant personalities are examined to create gamified learning systems based on the Felder-Silverman Learning Style Model, and the post-play stage where the effectiveness of the Hybrid Learning Model is measured through a recall test to measure achievement and an ARCS motivation questionnaire to measure motivation using various statistical analysis. The Hybrid Learning Model is applied to a language learning web application named VocaManager and tested the Korean vocabulary skills of non-native students who were learning Korean at a local language center in Indonesia. Using SPSS software, the results showed that students who studied under the Hybrid Learning Model had a significant improvement in both their learning achievements and motivation. In addition, the research revealed a significant positive correlation between students' motivation and students' academic achievements.

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Section: Related Workmentioning

confidence: 99%

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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“…Online courses also have higher attrition rates than traditional face-to-face situations (Luyt 2013) due to incohesive working structures and peer-to-peer interactional routines (Dow 2008;Hrastinski 2009), misconceptions about cognitive load and lifestyle change demands (Bawa 2016). In terms of individual differences, or the stable psychological characteristics that distinguish individuals from each other, online learning solutions are known to appeal to certain personality profiles over others, often relative to learning style preferences (Bhagat et al 2019;Kamal and Radhakrishnan 2019).…”

Section: Introductionmentioning

confidence: 99%

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Rivers

2021

Educ Inf Technol

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Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.

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“…Combining these four couples generates 16 alternative personality types that enable scientists to understand individuals and advance in a specific area through measurement (s). Students with a preference for introversion, probably doing a lot of thorough work or considering a problem, can find it difficult to live in a noisy or interactive environment [10]. Consequently, they can tend to pick less active and interrupted concentrations.…”

Section: I: Propensity To Think About Things In the Mind S: Prefer Idmentioning

confidence: 99%

Multi-Layered Machine Learning Model For Mining Learners Academic Performance

Embarak¹

2021

Adv. sci. technol. eng. syst. j.

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Different colleges and universities have different approaches to dealing with lowperformance learners. However, in most cases, analgesics do not deal with root problems. This research suggests a model of three layers of variables sequentially adaptable to a deep-root issue. The suggested model can identify early pupils who could be at risk because of inaccurate or lack of match sequences and suggest rehabilitation. The approach proposed was implemented at three levels. First, we examined the personality type for 180 learners from different majors: Security and Forensics, Networking, and Application Development, using the MBTI test. Second, we build a knowledge matrix for courses by dividing each learning outcome into its knowledge segments. Then, we build the skills matrix for courses by decomposing each learning outcome into its skills segments. We then use machine learning (SVM, DT and association rules) algorithms to mine student performance on a smaller scale of knowledge and skills, taking into account their personality types instead of measuring an entire course's holistic performance. Finally, we developed a system of recommendations to detect performance deviations in knowledge and skills and provide adaptive learning materials that fit the examined students' personality. The proposed approach demonstrates its validity and effectiveness. However, it needs regular updates on learners' performance, which could be automated and linked to evaluation tools. The framework also has a minor impact on learners' privacy since it exposes individual personalities to their advisors.

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Individual learning preferences based on personality traits in an E-learning scenario

Cited by 46 publications

References 24 publications

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle

Multi-Layered Machine Learning Model For Mining Learners Academic Performance

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