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Validated personality trait stories for conveying learner personality at a polarised level

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Short stories about fictional learners, adapted from IPIP-NEO self-report questionnaire items (Goldberg et al. 2006), describe one Big Five trait at a high or low polarised level. They were used instead of simplistic labels "such as 'John is an extrovert'" so participants could identify and empathise with the learner. A validation experiment had participants rate each story with the Mini-Markers scale (Saucier 1994), and stories were adjusted and re-validated as needed.

Design Implications

Context

Requirements

  • Stories must express the intended trait and not inadvertently express another trait at the same time, verified via validation with the Mini-Markers scale

Constraints

Target Learners

  • adult online participants taking the role of a teacher giving feedback

Learning Goals

  • tailoring progress feedback and emotional support to learner personality

Claims

Examples

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Key Sources

  • Matt Dennis, Judith Masthoff, Chris Mellish. (2016). Adapting Progress Feedback and Emotional Support to Learner Personality. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0059-7
Page metadata
Field Value
type design
id personality-trait-stories-big5
title Validated personality trait stories for conveying learner personality at a polarised level
description Short stories about fictional learners, adapted from IPIP-NEO self-report questionnaire items (Goldberg et al.
status review
generated by process:settle-candidates on 2026-10-27
trust unverified — no one has confirmed this page's content
sources 1 — matt-dennis-2016

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