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Knowledge Transfer from Expert Systems vs. Traditional Instruction: Do Personality Traits Make a Difference?

Knowledge Transfer from Expert Systems vs. Traditional Instruction: Do Personality Traits Make a Difference?

Marcus D. Odom, Hamid Pourjalali
Copyright: © 1996 |Volume: 8 |Issue: 2 |Pages: 7
ISSN: 1546-2234|EISSN: 1546-5012|EISBN13: 9781466638273|DOI: 10.4018/joeuc.1996040102
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MLA

Odom, Marcus D., and Hamid Pourjalali. "Knowledge Transfer from Expert Systems vs. Traditional Instruction: Do Personality Traits Make a Difference?." JOEUC vol.8, no.2 1996: pp.14-20. http://doi.org/10.4018/joeuc.1996040102

APA

Odom, M. D. & Pourjalali, H. (1996). Knowledge Transfer from Expert Systems vs. Traditional Instruction: Do Personality Traits Make a Difference?. Journal of Organizational and End User Computing (JOEUC), 8(2), 14-20. http://doi.org/10.4018/joeuc.1996040102

Chicago

Odom, Marcus D., and Hamid Pourjalali. "Knowledge Transfer from Expert Systems vs. Traditional Instruction: Do Personality Traits Make a Difference?," Journal of Organizational and End User Computing (JOEUC) 8, no.2: 14-20. http://doi.org/10.4018/joeuc.1996040102

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Abstract

The recent interest in the development and use of expert systems and computer-assisted instruction as pedagogical tools has resulted in a need for research into the effectiveness of such instructional methods. This study reports on the extension of an experiment in which one of three teaching methods, (instruction, expert system, or a combination of the two), were used to teach a subject domain (Odom and Murphy, 1992). The personality traits of the individual subjects, measured using the Myers-Briggs Type Indicator, affect on knowledge development, both separately and in cohort with a teaching method were examined. The development of both declarative knowledge and procedural knowledge of the subjects was measured. The findings demonstrate that both methods of instruction and personality traits do affect the development of declarative and procedural knowledge. The development of declarative knowledge was significantly affected by teaching method and one personality trait, thinking/feeling, as well as by the interaction of the two. The results for the procedural knowledge also show a significant main effect for teaching methods and for one personality trait, sensing/intuitive. The interaction of these two was also significant.

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