Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies

Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities: Evidence From Four Case Studies

Panagiota Altanopoulou, Nikolaos Tselios
Copyright: © 2018 |Pages: 12
DOI: 10.4018/IJDET.2018070105
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Abstract

The influence of students' non-cognitive characteristics on their learning performance constitutes a significant but rather unexplored topic. The goal of the research presented in this article, is to examine the relation between the students' personality characteristics (as measured using the Big Five Personality Test) and their learning outcome in the context of four framed wiki-based learning activities. 368 university students participated in the studies. Meta-analysis of results indicates that learning gain was significant negatively correlated with one of the five basic personality dimensions, namely Extraversion. Also, agreeableness was significant positively correlated with learning gain. Moreover, conscientiousness and emotionally stability were significant positively correlated with logged wiki edits that students made in this activity. It is argued, and discussed, that results from such studies can lead to useful conclusions regarding the design of appropriate activities and the creation of more effective collaborative teams in the context of wiki-based web activities.
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While in the existing literature there are different suggestions for the assessment of personality characteristics, it seems that Big Five is the most widely used psychometric test of personality (Gurven, Von Rueden, Massenkoff, Kaplan, & Lero Vie, 2013). Moreover, as indicated in the relevant website the IPIP tool’s reliability is quite favorable (alpha = 0.84). This scale is available free of charge in a website (http://ipip.ori.org), which included translations into various languages (also in Greek). Big Five personality test comprises five factors (Goldberg et al., 2006) namely extraversion, agreeableness, conscientiousness, emotional stability-neuroticism and openness to experience.

Kim and Schniederjans (2004), investigated personality characteristics (Big-Five) using the Wonderlic Personality Characteristics Inventory (PCI, Wonderlic, 2004) in 140 students who attended an entirely online course. They found that all students’ personality characteristics (Big-Five) were related to their grade performance. Moreover, they found that the top decile of the sample with the highest grade performance, differentiates from the bottom decile with the worst grade performance in relation to personality characteristics.

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