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Multimedia education has quickly entered our classrooms and offices providing tutorials and lessons on many different topics. The assumption that most people interact with these multimedia systems in similar ways can easily be made, but are these assumptions valid? What factors determine whether students will embrace computer-based multimedia-augmented learning? One factor may be a student's personality type. This paper explores the reasons why some students may enjoy learning using computer-based educational delivery systems while others may have absolutely no enthusiasm for this type of learning, and how that enthusiasm may relate to the students' personality types. The paper first explains the Digital VideoJockey-Version 2 (DVJ2) educational multimedia system in place at the School of Electrical and Computer Engineering at Purdue University, and then discusses the learning needs and expectations of different personality type characteristics. An analysis of students' personality types and their DVJ2 system usage follows, and a discussion on possible ways to improve the DVJ2 system in light of this analysis concludes the paper.
Reuther et al. (Wed,) studied this question.