A comparison of online learning among undergraduate students with introverted and extroverted personalities, Faculty of Business Administration, Krirk University
Keywords:
introverted personality, extroverted personality, online learning via LMS system, learning satisfactionAbstract
This study aimed to comparison of online learning by introvert and extrovert groups of undergraduate students, Faculty of Business Administration, Krirk University. The subject matter is quantitative research with a sample group of students from the Faculty of Business Administration, Krirk University. Research instruments included a demographic questionnaire, the Maudsley Personality Inventory (MPI), and an online learning satisfaction survey using the LMS platform. The sample consisted of 382 students. The findings revealed that the majority were classified as Introvert-Stable. Overall, students' satisfaction with online learning was at a high level, particularly regarding system efficiency, accessibility, and user support. Introverted students indicated markedly elevated satisfaction levels in contrast to their extroverted peers. The analysis showed a significant positive relationship between personality types and online learning satisfaction, with Introvert-Stable students demonstrating the highest levels of satisfaction. These findings highlight the importance of designing online learning activities tailored to students' personality traits to enhance both learning effectiveness and satisfaction with online education systems.
References
งานทะเบียนประวัตินักศึกษา. (2568). ข้อมูลจำนวนนักศึกษามหาวิทยาลัยเกริก. ฝ่ายทะเบียนและวัดผล สำนักวิชาการ มหาวิทยาลัยเกริก.
เนตรนภิส จันทวัฒนะ. (2544). ระดับเชาวน์ปัญญาและบุคลิกภาพของเยาวชนในค่ายบำบัดฟื้นฟูเยาวชนติดยาเสพติดของวิทยาลัยอาชีวศึกษาสงขลา. กลุ่มงานฟื้นฟูสมรรถภาพ ศูนย์บำบัดรักษายาเสพติดจังหวัดสงขลา กรมการแพทย์ กระทวงสาธารณสุข.
ศรีเรือน แก้วกังวาล. (2536). ทฤษฎีจิตวิทยาบุคลิกภาพ : รู้เรา รู้เขา. หมอชาวบ้าน.
American Psychological Association. (2018). Personality. In APA Dictionary of Psychology. Retrieved September 22, 2025, from https://dictionary.apa.org/personality.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bolliger, D. U., & Erichsen, E. A. (2013). Student satisfaction with blended and online courses based on personality type. Canadian Journal of Learning and Technology, 39(1). https://doi.org/10.21432/T2B88W.
Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Psychological Assessment Resources.
Denphaisarn, N. (2014). A new framework for e-learning using learning style and personality. International Journal of Sciences: Basic and Applied Research (IJSBAR), 13(1), 145-159.
Eysenck, H. J. (1967). The biological basis of personality. Charles C. Thomas.
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2023). Effects of remote learning during COVID-19 lockdown on children's learning abilities and school performance: A systematic review. European Journal of Psychology of Education, 38(2), 157-175.
Jung, C. G. (1921). Psychological Types. Princeton University Press.
Komarraju, M., & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and individual differences, 39(3), 557-567.
Lee, M. J., & Ferwerda, B. (2017). Personalizing online educational tools. In Proceedings of the 2017 ACM Workshop on Theory-Informed User Modeling for Tailoring and Personalizing Interfaces (pp. 27-30). Association for Computing Machinery.
Meng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024). A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. Frontiers in Education, 8, 1334153. https://doi.org/10.3389/feduc.2023.1334153.
Tlili, A., Denden, M., Essalmi, F., Jemni, M., Chang, M., Kinshuk, & Chen, N. S. (2023). Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform. Interactive Learning Environments, 31(5), 2529-2543.
Yamane, T. (1973). Statistics: An introductory analysis (3rd ed). Harper & Row.
