Role of personality in computer based learning

Tlili, Ahmed; Essalmi, Fathi; Jemni, Mohamed; Kinshuk, Kinshuk; Chen, Nian-Shing

doi:10.1016/j.chb.2016.07.043

Cited by 81 publications

(49 citation statements)

References 32 publications

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“…In an educational context, personalized learning encompasses a diverse range of personalization based on the learners' personal information. However, within e-learning, personalization of learning styles [7,8] and personalities [9,10] are common topics studied among researchers to help improve students' motivation and academic achievements.…”

Section: Introductionmentioning

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: Introductionmentioning

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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“…There is no optimal blended learning model that fits all learning purposes, because the design of a blended learning program must adequately deal with the exogenous factors of each specific course, namely, the nature of the instructional goals, student characteristics, instructor background and the category of resources (Aparicio, Bacao, & Oliveira, 2017;Osguthorpe & Graham, 2003;Picciano, Dziuban, & Graham, 2013;Senn, 2008;Spanjers et al, 2015;Tlili, Essalmi, Jemni, & Chen, 2016). Therefore, the instructor and designer always aim to find a "harmonious balance between online access to knowledge and face-to-face human interaction" (Osguthorpe & Graham, 2003).…”

Section: Blended Learning Designmentioning

confidence: 99%

Transforming a First-year Accounting Course Using a Blended Learning Pathway

Nkhoma

Thomas

et al. 2019

IISIT

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Aim/PurposeBlended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. BackgroundThe objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers' and students' perceptions on the impact of the connectivity of online and face-to-face activities on students' learning. MethodologyData was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers' experiences and observations were also noted. The survey results were analyzed using content analysis. ContributionResearch focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners Future Research Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers' perceptions and experiences. Keywords learning management system, learning pathway, community of practice, independent learning, content analysis, second language learners BIOGRAPHIES Clara Nkhoma is an Associate Lecturer in accounting at RMIT University Vietnam. Her research interests include student engagement, accountability, performance management and ethics education. Clara can be reached at clara.nkhoma@rmit.edu.vn Dr. Mathews Z. Nkhoma is an Associate professor at RMIT University Vietnam. He holds a PhD in Information Security from University of East London, England. His major research topics are information systems security, information security investment model, ethical hacking, network defence, network security management and forensic computing. Mathews has international experience in teaching-leading Information systems and computer forensics courses in Africa, Europe, Middle East and Asia at both undergraduate and postgraduate levels. Mathews can be reached at mathews.nkhoma@rmit.edu.vn

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“…In order to predict learners' personalities, various personality models have been proposed in the literature, such as Myers Briggs (Myers et al 1985) and Hans Eysenck (Eysenck 1990), but one of the most used and prominent psychological model is the Five Factor Model (FFM) (Franić et al 2014;McCrae and John 1992;Tlili et al 2016aTlili et al , 2016b. FFM contains five dimensions which describe diversities of people (Chittaranjan et al 2011), namely extraversion, agreeableness, conscientiousness, neuroticism and openness to experience.…”

Section: Personalitymentioning

confidence: 99%

“…In this context, 67% of American learners learn using digital games in classrooms (Statista 2018). Game-based learning (or also digital games for learning) are used to deliver several pedagogical objectives, such as learning English (Wu and Huang 2017), artificial intelligence (Denden et al 2017a), mathematics (McLaren et al 2017 and computer architecture (Tlili et al 2016a(Tlili et al , 2016b. Huizenga et al (2017) highlight several important elements that contribute to cognitive learning outcomes in game-based learning, namely: (1) learning in safe environments which means that learners can try new things without worrying about the consequences of their actions, hence they can learn from their mistakes; (2) receiving direct feedback about their choices; and, (3) active learning which means that learners can make more than one trial, hence they can correct their errors if needed.…”

Section: Introductionmentioning

confidence: 99%

“…Besides, one of the important factors to consider in game-based learning is the learners' individual characteristics which make them behave differently while learning and playing. Tlili et al (2016aTlili et al ( , 2016b stated that the main important indicator of individual differences is personality. Several studies show that personality differences can affect preferences for game genres (Schimmenti et al 2017), playing style (Bartle 2004) and learning strategies (Pavalache-Ilie and Cocorada 2014).…”

Section: Introductionmentioning

confidence: 99%

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Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors

Denden

Tlili

Essalmi

et al. 2018

Smart Learn. Environ.

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While the most used method to model the learner's personality is the self-report using questionnaires, this study presents and validates a newly developed framework for implicitly modeling the learners' personalities within a game-based learning environment using their gaming behaviors. This framework is based on an online role-playing game for teaching the computer architecture subject and a learning analytics system. To evaluate the efficiency of the proposed framework, an experiment was conducted with forty four participants (34 learners and 11 teachers) in a Tunisian University. The obtained results showed that this framework has a high accuracy level in correctly modeling both the extraversion and openness personality dimensions. In addition, these results highlighted a "good" and "moderate" agreement degree in modeling the extraversion and openness personality dimensions respectively compared to the Big Five Inventory (BFI). The findings of this study can advance research in game-based learning and educational psychology by developing environments which can be used for both learning and modeling learners' personalities instead of using questionnaires.

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Role of personality in computer based learning

Cited by 81 publications

References 32 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

Transforming a First-year Accounting Course Using a Blended Learning Pathway

Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors

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