THE EFFECT OF PERSONALITY TYPE ON LEARNING TECHNOLOGY-MEDIATED MATERIALS

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JAFARIGOHAR M.

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Paper Information

Journal: PEYKE NOOR JOURNAL Year:2007 | Volume:4 | Issue:4 (LEARNING AND DISTANCE EDUCATION2) Page(s): 85-99

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Information Journal Paper

Title

THE EFFECT OF PERSONALITY TYPE ON LEARNING TECHNOLOGY-MEDIATED MATERIALS

Author(s)

JAFARIGOHAR M. | Issue Writer Certificate

Keywords

PERSONALITY TYPEQ3

TECHNOLOGY-MEDIATED MATERIALSQ3

AWARENESS-RAISINGQ3

DIFFERENTIAL SUCCESSQ3

Abstract

It is a common observation that not all individuals are equally successful in technology-mediated learning environments. While it is admitted that this is a global, learning-environment free phenomenon, it is the contention of this study that such DIFFERENTIAL SUCCESS is significantly more remarkable in non-traditional than in traditional learning environments. Among many factors that might explain this observation, the present study harbors the idea that PERSONALITY TYPE differences account for a large portion of the observed difference. In an attempt to empirically verify the claim, this study had 333 Payame Noor University English Translation students complete a questionnaire on their use and ease with TECHNOLOGY-MEDIATED MATERIALS such as tapes, films, CDs, instructional movies etc. On the other hand, the students’ PERSONALITY TYPEs were identified by administering the Myers Briggs Type Indicator (MBTI) that classifies people into 16 PERSONALITY TYPEs. Moreover, gender was included as a moderator variable.The findings of the study showed significant differences between and within certain PERSONALITY TYPEs in terms of their self-reported achievement rates. There were also certain significant differences between males and females in terms of achievement in this mode of learning.The findings of this study support the idea that PERSONALITY TYPE differences can account for a large portion of the observed DIFFERENTIAL SUCCESS in learning TECHNOLOGY-MEDIATED MATERIALS. This study can have many practical applications. First of all, through AWARENESS-RAISING, students can be informed of their particular PERSONALITY TYPE and the mutual expectations between them and the materials. Secondly, the traits of the more successful PERSONALITY TYPEs can be delineated so that applicants of such materials might be able to develop certain more effective traits in them. Finally, the findings underline the necessity for more research of this type to ascertain if certain technology-mediated course designs favor certain PERSONALITY TYPEs at the expense of others, so that it might be possible to custom-design certain materials for individual or groups of PERSONALITY TYPEs.

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APA: Copy

JAFARIGOHAR, M.. (2007). THE EFFECT OF PERSONALITY TYPE ON LEARNING TECHNOLOGY-MEDIATED MATERIALS. PEYKE NOOR JOURNAL, 4(4 (LEARNING AND DISTANCE EDUCATION2)), 85-99. SID. https://sid.ir/paper/128450/en

Vancouver: Copy

JAFARIGOHAR M.. THE EFFECT OF PERSONALITY TYPE ON LEARNING TECHNOLOGY-MEDIATED MATERIALS. PEYKE NOOR JOURNAL[Internet]. 2007;4(4 (LEARNING AND DISTANCE EDUCATION2)):85-99. Available from: https://sid.ir/paper/128450/en

IEEE: Copy

M. JAFARIGOHAR, “THE EFFECT OF PERSONALITY TYPE ON LEARNING TECHNOLOGY-MEDIATED MATERIALS,” PEYKE NOOR JOURNAL, vol. 4, no. 4 (LEARNING AND DISTANCE EDUCATION2), pp. 85–99, 2007, [Online]. Available: https://sid.ir/paper/128450/en

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