Investigating the Impact of Personality Traits on Perceived Usability Evaluation of E-Learning Platforms

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Autor/inn/en	Vlachogianni, Prokopia; Tselios, Nikolaos
Titel	Investigating the Impact of Personality Traits on Perceived Usability Evaluation of E-Learning Platforms
Quelle	In: Interactive Technology and Smart Education, 19 (2022) 2, S.202-221 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-02-2021-0024
Schlagwörter	Personality Traits; Usability; Computer Software; Educational Technology; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Electronic Learning; Technology Uses in Education; Greece + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Unterrichtsmedien; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Griechenland
Abstract	Purpose: The purpose of this paper is to investigate the impact of personality traits on the perceived usability evaluation of e-learning platforms. In specific, perceived usability levels of the educational platforms and tools used in primary and secondary education in Greece are demonstrated. The impact which personality traits and other individual-related factors have on the perceived usability were also examined. Design/methodology/approach: In total, 2,239 Greek primary and secondary education teachers participated in the study through an online survey. The system usability scale (SUS) and Big 5 personality test questionnaires were adopted, as well as a demographics questionnaire and nine platforms were examined: e-me, eclass, Google Classroom, Microsoft Teams, Cisco Webex, Edmodo, Padlet, Skype and Zoom. Findings: Most platforms were rated as satisfactory in terms of perceived usability as measured by SUS. SUS scores were not found to be significantly related with participants' age, gender, private/public school, working relationship. Furthermore, openness to new experience and extraversion demonstrated the strongest positive correlation with perceived usability evaluation. Research limitations/implications: The current study used a sample of Greek teachers as participants, so the generalizability of results without considering cultural or organizational issues is of questionable validity. The Big 5 personality test is widely adopted; however, it seems that it does not capture comprehensively all possible dimensions of personality. Practical implications: Acknowledging the correlations between personality traits and perceived usability for each platform, teachers may now choose the most user-friendly one depending on the personality traits. Designers can adapt their systems to meet users' needs accordingly. Moreover, the reported results provide a frame of reference for the respective organizations and companies to compare the quality of user experience of their products and services. Thus, development costs of an e-learning platform/tool can be reduced accordingly. Social implications: Text. Originality/value: Perceived usability of a technological system affects the way users interact with it and consequently the whole learning experience. Thus, factors which may affect perceived usability and, in turn, the learning outcomes are of paramount importance and should be exhaustively examined. Giving that personality affects or is related to, other parameters related with technology (technology adoption, perceived and actual use, acceptance, interaction, perceived ease of use), this study addresses a significant research gap and sheds light to the before-mentioned issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01