The effect of computer-human interfaces designed for specific personality types on learning
Edmond Jacob Abrahamian, 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 https://www.learntechlib.org/p/121755/.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com