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Investigating the impact of personality traits on perceived usability evaluation of e-learning platforms

Prokopia Vlachogianni (Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece)
Nikolaos Tselios (Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 4 June 2021

Issue publication date: 11 May 2022

837

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.

Keywords

Citation

Vlachogianni, P. and Tselios, N. (2022), "Investigating the impact of personality traits on perceived usability evaluation of e-learning platforms", Interactive Technology and Smart Education, Vol. 19 No. 2, pp. 202-221. https://doi.org/10.1108/ITSE-02-2021-0024

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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