Personality effect in the design of adaptive e-learning systems : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information System at Massey University

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Massey University
This PhD thesis is a theoretical and practical study concerning the user model for adaptive e-learning systems. The research activity is two-fold. It firstly explores the personality aspect in the user model which has been overlooked in the previous literature on the design of adaptive e-learning systems, in order to see whether learners with different types of personality would have different effects on their learning performance with adaptive e-learning systems. And secondly, it investigates how to embody the personality features in the current user model, proposing that the inclusion of the personality in the user model for adaptive e-learning systems would lead to better learning performance. The thesis has considered the personality aspect in four parts. PART I reviews the theoretical and empirical literature on adaptive e-learning systems from which the main research questions are constructed. It explains how this study derives an overarching model for the inclusion of personality type in effective e-learning systems. PART II consists of the experiments, which explore empirically the importance of identifying the personality in the user model for adaptive e-learning and its effect in individual learning. That is, the main theme of the thesis hypothesises that different personality type’s influence performance with e-learning systems. PART III shows the effects of personality type on groups of learners performing collaborative learning activities. It suggests practical implications of designing collaborative learning technologies in conjunction with the personality feature. Finally, PART IV includes personality in the proposed user model and tests the primary hypothesis that “the personality may influence the learning performance of students using adaptive e-learning systems”.
Human-computer interaction, Instructional systems, Computer-assisted instruction, Psychology