Impact of personality traits on learners’ navigational behavior patterns in an online course: a lag sequential analysis approach

Personality is considered as the internal factor that defines a person’s behavior. Therefore, providing adaptive features and personalized support in online learning by considering learners’ personalities can improve their learning experiences and outcomes. In this context, several research studies have investigated the impact of personality differences in online learning. However, little is known about how personality differences affect learners’ behavior while learning. To fill this gap, this study applies a lag sequential analysis (LSA) approach to understand learners’ navigational behavior patterns in an online three-months course of 65 learners based on their personalities. In this context, the five factor model (FFM) model was used to identify learners’ personalities. The findings revealed that learners with different personalities use different strategies to learn and navigate within the course. For instance, learners high in extraversion tend to be extrinsically motivated. They therefore significantly navigated between viewing the course module and their personal achievements. The findings of this study can contribute to the adaptive learning field by providing insights about which personalization features can help learners with different personalities. The findings can also contribute to the field of automatic modeling of personality by providing information about differences in navigational behavior based on learners’ personalities.

[1]  H. Chai,et al.  How proactive personality promotes online learning performance? Mediating role of multidimensional learning engagement , 2022, Education and Information Technologies.

[2]  Ronghuai Huang,et al.  Temporal perspective on the gender-related differences in online learning behaviour , 2022, Behav. Inf. Technol..

[3]  C. Looi,et al.  Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approach , 2021, Interact. Learn. Environ..

[4]  Mohamed Jemni,et al.  Effects of gender and personality differences on students' perception of game design elements in educational gamification , 2021, Int. J. Hum. Comput. Stud..

[5]  Zhonggen Yu.  The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic , 2021, International Journal of Educational Technology in Higher Education.

[6]  Peter A. Fisher,et al.  International comparison of gender differences in the five-factor model of personality: An investigation across 105 countries , 2021 .

[7]  Yi-Fang Lee,et al.  Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown , 2021, Personality and Individual Differences.

[8]  C. Lin,et al.  Knowledge-construction behaviors in a mobile learning environment: a lag-sequential analysis of group differences , 2021, Educational Technology Research and Development.

[9]  Yichi Zhang,et al.  A Preliminary Study of Online Learning: The Influence of the Class Approaches and the Personality of Students , 2020 .

[10]  Rui Xiao,et al.  A Sequential Analysis on the Online Learning Behaviors of Chinese Adult Learners: Take the KGC Learning Platform as an Example , 2020, ICBL.

[11]  Bo Sun,et al.  Automatic Personality Identification Using Students’ Online Learning Behavior , 2020, IEEE Transactions on Learning Technologies.

[12]  Kaushal Kumar Bhagat,et al.  The impact of personality on students' perceptions towards online learning , 2019, Australasian Journal of Educational Technology.

[13]  Chiungjung Huang,et al.  Social network site use and Big Five personality traits: A meta-analysis , 2019, Comput. Hum. Behav..

[14]  Mohamed Jemni,et al.  Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform , 2019, Interact. Learn. Environ..

[15]  Nian-Shing Chen,et al.  An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game , 2019, Interact. Learn. Environ..

[16]  A. A. Vorobyeva,et al.  The Five-Factor Model , 2019, Cross-Cultural Psychology.

[17]  Somayeh Fatahi,et al.  An experimental study on an adaptive e-learning environment based on learner’s personality and emotion , 2019, Education and Information Technologies.

[18]  Mouna Denden,et al.  Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors , 2018, Smart Learning Environments.

[19]  Kenneth R. MacLeod,et al.  Students’ Collaborative Learning Attitudes and Their Satisfaction with Online Collaborative Case-Based Courses , 2018, American Journal of Distance Education.

[20]  Feng Hsu Wang,et al.  An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system , 2017, Comput. Educ..

[21]  Mohamed Jemni,et al.  Toward Modeling the Learner's Personality Using Educational Games , 2017, Int. J. Distance Educ. Technol..

[22]  Sevda Kucuk,et al.  Behavioral patterns of elementary students and teachers in one-to-one robotics instruction , 2017, Comput. Educ..

[23]  Sanya Liu,et al.  Unfolding online learning behavioral patterns and their temporal changes of college students in SPOCs , 2017, Interact. Learn. Environ..

[24]  Huang-Yao Hong,et al.  Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse , 2017, Interact. Learn. Environ..

[25]  Margit Pohl,et al.  Using lag-sequential analysis for understanding interaction sequences in visualizations , 2016, Int. J. Hum. Comput. Stud..

[26]  Mohamed Jemni,et al.  Role of personality in computer based learning , 2016, Comput. Hum. Behav..

[27]  G. Kibanja,et al.  Does personality of owners of micro enterprises matter for the relationship between startup capital and entrepreneurial success , 2016 .

[28]  Bruce E. Wampoid.  The Intensive Examination of Social Interaction , 2015 .

[29]  Xiaojie Li,et al.  Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity , 2015, Internet High. Educ..

[30]  H. Hou,et al.  How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity , 2015 .

[31]  Archana Krishnan,et al.  Individual differences in social networking site users: The interplay between antecedents and consequential effect on level of activity , 2014, Comput. Hum. Behav..

[32]  Monowar Mahmood,et al.  Personality, learning strategies, and academic performance , 2014 .

[33]  David M. Shannon,et al.  Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning , 2013 .

[34]  Denny Borsboom,et al.  The Big Five Personality Traits: Psychological Entities or Statistical Constructs? , 2013, Behavior Genetics.

[35]  Hokyoung Ryu,et al.  Am I Extravert or Introvert? Considering the Personality Effect Toward e-Learning System , 2013, J. Educ. Technol. Soc..

[36]  Sang Eun Woo,et al.  Pathways to happiness: From personality to social networks and perceived support , 2013, Soc. Networks.

[37]  M. Gurven,et al.  How universal is the Big Five? Testing the five-factor model of personality variation among forager-farmers in the Bolivian Amazon. , 2013, Journal of personality and social psychology.

[38]  L. Arockiam,et al.  User Interface Design for Effective E-Learning based on Personality Traits , 2013 .

[39]  Tim De Feyter,et al.  Unraveling the impact of the Big Five personality traits on academic performance: the moderating and mediating effects of self-efficacy and academic motivation , 2012 .

[40]  H. Haron,et al.  An investigation on predictors of e-learning adoption among Malaysian e-learners , 2010, 2010 International Conference on Science and Social Research (CSSR 2010).

[41]  M. H. Clark,et al.  Examining relationships between academic motivation and personality among college students , 2010 .

[42]  Øyvind Lund Martinsen,et al.  Personality, approaches to learning and achievement , 2010 .

[43]  Paul T. Costa,et al.  The Five-Factor Model and the NEO Inventories , 2009 .

[44]  Jennifer J McComas,et al.  Calculating contingencies in natural environments: issues in the application of sequential analysis. , 2009, Journal of applied behavior analysis.

[45]  Nicole C. Krämer,et al.  "The Wurst Meets "Fatless" in MySpace: The Relationship Between Self-Esteem, Personality, and Self-Presentation in an Online Community , 2008 .

[46]  Jordan B Peterson,et al.  Between facets and domains: 10 aspects of the Big Five. , 2007, Journal of personality and social psychology.

[47]  J. Petter Gustavsson,et al.  The HP5 inventory: definition and assessment of five health- relevant personality traits from a five-factor model perspective , 2003 .

[48]  Li-fang Zhang,et al.  DOES THE BIG FIVE PREDICT LEARNING APPROACHES , 2003 .

[49]  Åge Diseth,et al.  Personality and approaches to learning as predictors of academic achievement , 2003 .

[50]  Murray R. Barrick,et al.  META‐ANALYSIS OF THE RELATIONSHIP BETWEEN THE FIVE‐FACTOR MODEL OF PERSONALITY AND HOLLAND'S OCCUPATIONAL TYPES , 2003 .

[51]  Li‐fang Zhang.  Thinking Styles and the Big Five Personality Traits , 2002 .

[52]  Jerry Suls,et al.  Self-, other-, and ideal-judgments of risk and caution as a function of the five-factor model of personality , 2000 .

[53]  Murray R. Barrick,et al.  Effects of impression management and self-deception on the predictive validity of personality constructs. , 1996, The Journal of applied psychology.

[54]  Roger Bakeman,et al.  Analyzing Interaction: Sequential Analysis with SDIS and GSEQ , 1995 .

[55]  T. Trull,et al.  Relationship between the five-factor model of personality and Axis I disorders in a nonclinical sample. , 1994, Journal of abnormal psychology.

[56]  L. A. Pervin.  Handbook of Personality: Theory and Research , 1992 .

[57]  R. McCrae,et al.  An introduction to the five-factor model and its applications. , 1992, Journal of personality.

[58]  Adrian Furnham,et al.  Personality and learning style: A study of three instruments , 1992 .

[59]  Robert H. Berk,et al.  Observing Interaction: An Introduction to Sequential Analysis , 1992 .

[60]  H. E. King.  The Achievement Motive , 1977 .

[61]  Francis L. K. Hsu,et al.  Personality in culture , 1969 .

[62]  F. Farley.  Introversion and Achievement Motivation , 1966, Psychological reports.

[63]  E. Stengel.  PERSONALITY THEORIES , 1957 .

[64]  Si Zhang,et al.  Interactive networks and social knowledge construction behavioral patterns in primary school teachers' online collaborative learning activities , 2017, Comput. Educ..

[65]  Boonlert Watjatrakul,et al.  Interactive Technology and Smart Education Online Learning Adoption : Effects of Neuroticism , Openness to Experience , and Perceived Values , 2016 .

[66]  Ben-Gurion,et al.  Personality Based Gamification – Educational Gamification for Extroverts and Introverts , 2014 .

[67]  Rosanna E. Guadagno,et al.  Make new friends or keep the old: Gender and personality differences in social networking use , 2012, Comput. Hum. Behav..

[68]  Tomas Chamorro-Premuzic,et al.  Handbook of individual differences. , 2011 .

[69]  K. Keith.  Cross-cultural psychology : contemporary themes and perspectives , 2011 .

[70]  R. Harrington,et al.  MBTI personality type and other factors that relate to preference for online versus face-to-face instruction , 2010, Internet High. Educ..

[71]  D. Dai,et al.  The relationship between the big-five model of personality and self-regulated learning strategies. , 2007 .

[72]  JeongMin Lee,et al.  Personality Types and Learners' Interaction in Web-Based Threaded Discussion , 2006 .

[73]  Ricky Telg,et al.  Personality Type and Its Relationship to Distance Education Students' Course Perceptions and Performance , 2003 .

[74]  S. Srivastava,et al.  The Big Five Trait taxonomy: History, measurement, and theoretical perspectives. , 1999 .

[75]  U. Staudinger,et al.  Perspectives on socioemotional selectivity in late life: how personality and social context do (and do not) make a difference. , 1998, The journals of gerontology. Series B, Psychological sciences and social sciences.

[76]  Gene P. Sackett,et al.  Theory and applications in mental retardation , 1978 .

[77]  Kinshuk,et al.  Analysis of learners' navigational behaviour and their learning styles in an online course , 2010, J. Comput. Assist. Learn..

[78]  # 2001 Kluwer Academic Publishers. Printed in the Netherlands. Adaptive Hypermedia , 2022 .