The relationship between students’ Myers-Briggs type indicator and their behavior within educational systems

Abstract

Leveraging user behavior has become an increasingly valuable resource for modeling and personalizing systems based on the unique characteristics of each user. While recent studies have recently been conducted along these lines, there is still a lack of understanding of the relationship between students’ Myers-Briggs Type Indicators and their behavior within educational systems. Facing this problem, we conducted a long-term study (15 weeks) with 96 students, analyzing how their engagement metrics and communication frequency in a Moodle Learning Management System are related to their Myers-Briggs personality types (i.e., extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving). The primary findings indicate that i) participants identified as extroverted demonstrated heightened activity levels throughout more weeks of the course, and ii) participants characterized by judging and thinking traits engaged in a greater number of activities over the course duration. The results contribute to the field of educational technologies by providing valuable insights into the relationships between different characteristics associated with the Myers-Briggs Type Indicator and students’ behavior when using an educational system

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ORCID for Zhaoxing Li: orcid.org/0000-0003-3560-3461

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