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.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 2016 European Conference on Cognitive Ergonomics |
| Publisher | ACM |
| Number of pages | 4 |
| Publication status | Published - 2016 |
Fields of science
- 102 Computer Sciences
- 102006 Computer supported cooperative work (CSCW)
- 102015 Information systems
- 102024 Usability research
- 102025 Distributed systems
- 102027 Web engineering
- 603124 Theory of science
JKU Focus areas
- Social and Economic Sciences (in general)