This research addresses the potential relationship between the Myers-Briggs Type Indicator (MBTI) and learning through Computer Based Training (CBT). Two factors are present in any instructional environment: individuals have unique personalities and they learn differently. To optimize learning efficiency, we must recognize and deal with the different responses students have to instructional methods, curriculum content, and learning environments. This is especially true with Computer Based Training where the rapid integration of computers into the work place and the education environment affects the teaching situation. Students have varying responses to Computer Based Training which affect their aptitude and expectations about learning. This study addresses personality preferences and their influence on perceptions of student aptitude and expectations about learning in a computer training environment. The dissertation uses the Myers-Briggs Type Indicator (MBTI) as a measure of personality preferences. These personality preferences influence their expectations and aptitude toward learning. The relationship between preferences and how people learn in the computer training environment is the primary research focus. If a relationship exists, then dealing effectively with these preferences could be useful to subsequent designers of instruction.
| Date of Award | Jan 1 1992 |
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| Original language | English |
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| Supervisor | John Kingsburry (Supervisor), Barry Centini (Advisor), George McAleer (Advisor) & George K. Fornshell (Advisor) |
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