The Role of Personality in Motivation to use an Affective Feedback System
Samantha Jiménez, Reyes Juárez‐Ramírez, Víctor H. Castillo, Alan Ramírez‐Noriega, Bogart Yail Márquez, Arnulfo Alanís · Programming and Computer Software · 2021
Abstract Motivation is an essential element in the learning process. In computer-based tutoring environments, motivational components are as significant as cognitive ones. Previous work established that automatic affective feedback improves student motivation when he/she uses Tutoring Systems. Also, prior work examines the relationship between student’s motivation to learn and personality traits, but only from a partial point of view. The present study analyzes whole personality traits on motivation to learn by students using a Tutoring System. The work involved 30 undergraduate students in a qualitative experiment. The authors examined the results using Chi2 to determine the relationship between motivation to use the system and personality; a Naïve Bayes classifier was applied. The findings suggested that Neuroticism is a factor that influences student’s motivation to use the tutoring system. Also, the Naïve Bayes algorithm reaches an accuracy of 90% for the classification.