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The Role of Personality in Motivation to use an Affective Feedback System

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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.

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Authors and Affiliations

  1. Instituto Tecnológico de Tijuana, Tomas Aquino, 22414, Tijuana, B.C., Mexico

    S. Jiménez, Bogart Yail Márquez & A. Alanis

  2. Universidad Autónoma de Baja California, UABC, Parque Internacional Industrial Tijuana, 22424, Tijuana, B.C., Mexico

    R. Juárez-Ramírez

  3. Universidad de Colima, 28040, Colima, México

    V. H. Castillo

  4. Universidad Autónoma de Sinaloa, Facultad de Ingeniería Mochis, Los Mochis, Sinaloa, México

    A. Ramírez-Noriega

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  1. S. Jiménez
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Correspondence to S. Jiménez, R. Juárez-Ramírez, V. H. Castillo, A. Ramírez-Noriega, Bogart Yail Márquez or A. Alanis.

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Jiménez, S., Juárez-Ramírez, R., Castillo, V.H. et al. The Role of Personality in Motivation to use an Affective Feedback System. Program Comput Soft 47, 793–802 (2021). https://doi.org/10.1134/S0361768821080156

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