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The effect of computer-human interfaces designed for specific personality types on learning

, Saint Louis University, United States

Saint Louis University . Awarded


Traditional software used for student-centered learning typically provides for a uniform user interface through which the student can interact with the software, and through which the information is delivered in a uniformly identical fashion to all users without regard to their learning style.

This research classifies personality types of computer science undergraduate students using the Myers-Briggs Type Indicator; relates these types of personalities to defined learning preferences; and tests if a user interface designed to match their learning preference enhances learning. The general approach of this study is as follows: given a set of user interfaces designed to fit personality types, provide a user interface to participants with the matching personality type. In the control group, provide participants with a user interface randomly chosen among those used in the experiment. Observe the performance of all participants in a post-test. Additionally, qualitatively observe if the test group had an enhanced learning experience.

Quantitative results indicate that personality-aware user interfaces have a statistically significant effect on learning. Qualitative results show that in most cases, users preferred user interfaces designed for their own personality type.


Abrahamian, E.J. The effect of computer-human interfaces designed for specific personality types on learning. Ph.D. thesis, Saint Louis University. Retrieved February 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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