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<p>Personalizing educational experiences based on user behavior is a complex challenge, particularly given that learners’ diverse backgrounds, learning experiences, and cognitive styles significantly influence their learning outcomes. Despite recent advancements, the relationship between students’ personality traits and their behavior within learning environments remains insufficiently understood. To address this gap, we conducted a 15-week longitudinal study with 95 undergraduate Computer Science students, examining how engagement metrics and communication frequency within a learning management system relate to their Myers-Briggs Type Indicator dimensions i.e., extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Our findings indicate that (i) extroverted students demonstrated consistently higher engagement over multiple weeks; (ii) students with judging traits negatively related to the total activities performed and (iii) students with thinking traits are positively associated with overall activity levels.</p>

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Understanding Students’ Behavior in Learning Management Systems Through Their Personality Traits

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月6日

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  • Akerke Alseitova,
  • Wilk Oliveira,
  • Zhaoxing Li,
  • Juho Hamari

摘要

Personalizing educational experiences based on user behavior is a complex challenge, particularly given that learners’ diverse backgrounds, learning experiences, and cognitive styles significantly influence their learning outcomes. Despite recent advancements, the relationship between students’ personality traits and their behavior within learning environments remains insufficiently understood. To address this gap, we conducted a 15-week longitudinal study with 95 undergraduate Computer Science students, examining how engagement metrics and communication frequency within a learning management system relate to their Myers-Briggs Type Indicator dimensions i.e., extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Our findings indicate that (i) extroverted students demonstrated consistently higher engagement over multiple weeks; (ii) students with judging traits negatively related to the total activities performed and (iii) students with thinking traits are positively associated with overall activity levels.