Adaptive Learning: Mapping Personality Types to Learning Styles
Errikos Siakas1, Anastasios A. Economides2
- 1Technological Educational Institution of Thessaloniki, Department of Informatics, P.O. Box 141, 57400 Thessaloniki, Greece, esiakas@gmail.com
- 2University of Macedonia, Information Systems Department, 156 Egnatia Avenue, Thessaloniki, 54006 GREECE, economid@uom.gr
Abstract
Considerable attention has been lately paid to instructional interventions trying to accommodate learner differences, such as differences in learning styles and state of the learner as well as the surrounding state in which the learning takes place, including educational activity, infrastructure and environment. Recent developments in Web-based implementations have led scholars to reconsider the learning style research in adaptive systems. Emphasis has been put on learning style identification and diverse frameworks of adaptivity. Very few studies address the effectiveness of adaptive learning. Scholars proposing various adaptive learning frameworks also seem to suggest increased student satisfaction and performance despite the lack of enough empirical student evaluations.
The aims of this paper are to discuss current trends, potential research gaps and implications of adaptive pervasive ubiquitous learning. In this paper we concentrate on the personality parameter by drawing parallels to Myers–Briggs type indicator (MBTI), registered trademarks of the Myers–Briggs Type Indicator Trust.