Personality Traits as Design Impetus for Learning Support

Abstract

Digital learning support systems increasingly become common in educational and organizational settings. Taking into account personality and learning style for designing these systems is a further step towards user-centeredness, as both likely influence learning achievements, and thus, individual and organizational performance. This paper explores recent empirical inputs from learning science with respect to learner's disposition to inform design spaces for learning support systems. We structure these inputs and derive requirements for operational design.