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Annotation-Based Learner's Personality Modeling in Distance Learning Context
ARTICLE

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Turkish Online Journal of Distance Education Volume 17, Number 4, ISSN 1302-6488

Abstract

Researchers in distance education are interested in observing and modeling learners' personality profiles, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be key feature of their personalities. Annotation activity requires the reader to be active, to think critically, to analyze what has been written, and to make specific annotations in the margins of the text. These traces are reflected through underlining, highlighting, scribbling comments, summarizing, asking questions, expressing confusion or ambiguity, and evaluating the content of reading. In this study, we present a new approach to build learners' personality profiles based on their annotation traces yielded during active reading sessions. To validate our approach, we invited 100 volunteers ranging in age from 22 to 50 years old. The participators were instructed to utilize our system to achieve their reading and annotation activities. We apply the paired t-test to evaluate the system's efficiency to measure user's human traits versus the scores of his personality traits measured using the NEO-IPIP inventory. The experimental results show the system performance to measure, with reasonable accuracy, the scores of learner's personality traits.

Citation

Omheni, N., Kalboussi, A., Mazhoud, O. & Kacem, A.H. (2016). Annotation-Based Learner's Personality Modeling in Distance Learning Context. Turkish Online Journal of Distance Education, 17(4),. Retrieved January 16, 2021 from .

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