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.
Users
Please
log in to take part in the discussion (add own reviews or comments).