The Effect of Personality-Aware Computer-Human Interfaces on Learning
Edmond Abrahamian (Saint Louis University, USA)
Jerry Weinberg (Southern Illinois University, USA)
Michael Grady (Saint Louis University, USA)
C. Michael Stanton (Saint Louis University, USA)
Abstract: 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 given user interface designed for a given 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 given user interface to participants with the matching personality type. In the control group, provide participants with a randomly chosen user interface. Observe the performance of all participants in a post-test. Additionally, observe if the test group had an enhanced learning experience. Quantitative results indicate that personality-aware user interfaces have a significant effect on learning. Qualitative results show that in most cases, users preferred user interfaces designed for their own personality type. Preliminary results show that for introverted intuitive persons and extraverted intuitive persons, the effect of a personality-aware human-computer interface on learning is significant.
Keywords: Human-Computer Interaction, MBTI, Myers-Briggs Type Indicator, e-learning
Categories: H.5.2, K.3.2