{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,3,25]],"date-time":"2025-03-25T18:08:46Z","timestamp":1742926126353,"version":"3.40.3"},"publisher-location":"Cham","reference-count":37,"publisher":"Springer International Publishing","isbn-type":[{"type":"print","value":"9783030508951"},{"type":"electronic","value":"9783030508968"}],"license":[{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"},{"start":{"date-parts":[[2020,1,1]],"date-time":"2020-01-01T00:00:00Z","timestamp":1577836800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2020]]},"DOI":"10.1007\/978-3-030-50896-8_2","type":"book-chapter","created":{"date-parts":[[2020,6,30]],"date-time":"2020-06-30T07:02:50Z","timestamp":1593500570000},"page":"10-16","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Optimizing the Learning Experience: Examining Interactions Between the Individual Learner and the Learning Context"],"prefix":"10.1007","author":[{"given":"Summer","family":"Rebensky","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maria","family":"Chaparro","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Meredith","family":"Carroll","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2020,7,1]]},"reference":[{"key":"2_CR1","unstructured":"Schatz, S.: Twenty-five emerging trends in learning and their implications for military partners: an international study. Presented at I\/ITSEC 2019, Orlando, FL (2019)"},{"key":"2_CR2","doi-asserted-by":"crossref","unstructured":"Carroll, M., Lindsey, S., Chaparro, M.: Integrating engagement inducing interventions into traditional, virtual and embedded learning environments. In: Sottilare, R., Schwarz, J. (eds.) Adaptive Instructional Systems, HCII 2019. LNCS, vol. 11597. Springer, Cham (2019)","DOI":"10.1007\/978-3-030-22341-0_22"},{"key":"2_CR3","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1007\/s10956-006-9037-z","volume":"16","author":"KD Squire","year":"2007","unstructured":"Squire, K.D., Jan, M.: Mad city mystery: developing scientific argumentation skills with a place-based augmented reality game on handheld computers. J. Sci. Educ. Technol. 16, 5\u201329 (2007)","journal-title":"J. Sci. Educ. Technol."},{"key":"2_CR4","first-page":"7","volume":"3","author":"C Winsett","year":"2016","unstructured":"Winsett, C., Foster, C., Dearing, J., Burch, G.: The impact of group experiential learning on student engagement. Acad. Bus. Res. J. 3, 7\u201317 (2016)","journal-title":"Acad. Bus. Res. J."},{"key":"2_CR5","doi-asserted-by":"publisher","first-page":"678","DOI":"10.1037\/0021-9010.85.5.678","volume":"85","author":"JA Colquitt","year":"2000","unstructured":"Colquitt, J.A., LePine, J.A., Noe, R.A.: Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. J. Appl. Psychol. 85, 678\u2013707 (2000)","journal-title":"J. Appl. Psychol."},{"key":"2_CR6","unstructured":"Gully, S., Chen, G.: Individual differences, attribute-treatment interactions, and training outcomes. Learn. Train. Dev. Organ. 3\u201364 (2010)"},{"key":"2_CR7","doi-asserted-by":"publisher","first-page":"279","DOI":"10.5465\/19416520.2010.493286","volume":"4","author":"RA Noe","year":"2010","unstructured":"Noe, R.A., Tews, M.J., Dachner, A.M.: Leaner engagement: a new perspective for enhancing our understanding of learner motivation and workplace learning. Acad. Manag. Ann. 4, 279\u2013315 (2010)","journal-title":"Acad. Manag. Ann."},{"key":"2_CR8","doi-asserted-by":"crossref","unstructured":"Carroll, M., Lindsey, S., Chaparro, M., Winslow, B.: An applied model of learner engagement and strategies for increasing learner engagement in the modern educational environment. Interact. Learn. Environ. 1\u201315 (2019)","DOI":"10.1080\/10494820.2019.1636083"},{"key":"2_CR9","unstructured":"Carroll, M., Rebensky, S., Chaparro, M., Bennett, W., Winslow, B.: The Influence of Individual Factors on Learner Engagement for Simulation-based Learning (under review)"},{"key":"2_CR10","doi-asserted-by":"publisher","first-page":"65","DOI":"10.1007\/978-1-4614-2359-1_4","volume-title":"Advances in Flow Research","author":"A Landhauber","year":"2012","unstructured":"Landhauber, A., Keller, J.: Flow and its affective, cognitive, and performance-related consequences. In: Engeser, S. (ed.) Advances in Flow Research, pp. 65\u201386. Springer, New York (2012)"},{"key":"2_CR11","doi-asserted-by":"publisher","first-page":"183","DOI":"10.1016\/0191-8869(84)90050-3","volume":"5","author":"JA Hamilton","year":"1984","unstructured":"Hamilton, J.A., Haier, R.J., Buchsbaum, M.S.: Intrinsic enjoyment and boredom coping scales: validation with personality, evoked potential and attention measures. Pers. Individ. Differ. 5, 183\u2013193 (1984)","journal-title":"Pers. Individ. Differ."},{"key":"2_CR12","doi-asserted-by":"publisher","first-page":"152","DOI":"10.1016\/j.compedu.2014.08.019","volume":"80","author":"MD Hanus","year":"2015","unstructured":"Hanus, M.D., Fox, J.: Assessing the effects of gamification in the classroom: a logitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput. Educ. 80, 152\u2013161 (2015)","journal-title":"Comput. Educ."},{"key":"2_CR13","doi-asserted-by":"publisher","first-page":"319","DOI":"10.1016\/S0092-6566(02)00578-0","volume":"37","author":"T Chamorro-Premuzic","year":"2003","unstructured":"Chamorro-Premuzic, T., Furnham, A.: Personality predicts academic performance: evidence from two longitudinal university samples. J. Res. Pers. 37, 319\u2013338 (2003)","journal-title":"J. Res. Pers."},{"key":"2_CR14","doi-asserted-by":"publisher","first-page":"605","DOI":"10.1007\/s10212-011-0099-9","volume":"27","author":"R Kappe","year":"2012","unstructured":"Kappe, R., Flier, H.: Predicting academic success in higher education: what\u2019s more important than being smart? Eur. J. Psychol. Educ. 27, 605\u2013619 (2012)","journal-title":"Eur. J. Psychol. Educ."},{"issue":"26","key":"2_CR15","doi-asserted-by":"publisher","first-page":"1152","DOI":"10.1016\/j.sbspro.2013.10.442","volume":"103","author":"H Shih","year":"2013","unstructured":"Shih, H., Chen, S.E., Chen, S., Wey, S.: The relationship among tertiary level EFL students\u2019 personality, online learning motivation and online learning satisfaction. Procedia Soc. Behav. Sci. 103(26), 1152\u20131160 (2013)","journal-title":"Procedia Soc. Behav. Sci."},{"issue":"4","key":"2_CR16","doi-asserted-by":"publisher","first-page":"374","DOI":"10.1057\/ejis.2014.10","volume":"24","author":"T Barnett","year":"2011","unstructured":"Barnett, T., Pearson, A.W., Pearson, R., Kellermanns, F.W.: Five-factor model personality traits as predictors of perceived and actual usage of technology. Eur. J. Inf. Syst. 24(4), 374\u2013390 (2011)","journal-title":"Eur. J. Inf. Syst."},{"key":"2_CR17","doi-asserted-by":"crossref","unstructured":"Watjatrakul, B.: Online learning adoption: effects of neuroticism, openness to experience, and perceived values. Interact. Smart Tech. 13(3), 229\u2013243  (2016)","DOI":"10.1108\/ITSE-06-2016-0017"},{"key":"2_CR18","doi-asserted-by":"crossref","unstructured":"Wang, L., Tian, Y., Lei, Y., Zhou, Z.: The influence of different personality traits on learning achievement in three learning situations. LNCS, pp. 475\u2013488 (2017)","DOI":"10.1007\/978-3-319-59360-9_42"},{"key":"2_CR19","doi-asserted-by":"publisher","first-page":"2494","DOI":"10.1016\/j.chb.2013.06.007","volume":"29","author":"H Keller","year":"2013","unstructured":"Keller, H., Karau, S.J.: The importance of personality in students\u2019 perceptions of the online learning experience. Comput. Hum. Behav. 29, 2494\u20132500 (2013)","journal-title":"Comput. Hum. Behav."},{"key":"2_CR20","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.chb.2017.02.030","volume":"72","author":"A Cohen","year":"2017","unstructured":"Cohen, A., Baruth, O.: Personality, learning, and satisfaction in fully online academic courses. Comput. Hum. Behav. 72, 1\u201312 (2017)","journal-title":"Comput. Hum. Behav."},{"key":"2_CR21","unstructured":"Pawlowska, D.K.: Student personality, classroom environment, and Student Outcomes: a person-environment fit analysis. Ph.D. thesis (2011)"},{"key":"2_CR22","doi-asserted-by":"publisher","first-page":"180","DOI":"10.1016\/j.lindif.2014.10.005","volume":"36","author":"DK Pawlowska","year":"2014","unstructured":"Pawlowska, D.K., Westerman, J.W., Bergman, S.M., Huelsman, T.J.: Student personality, classroom environment, and student outcomes: a person-environment fit analysis. Learn. Individ. Diff. 36, 180\u2013193 (2014)","journal-title":"Learn. Individ. Diff."},{"key":"2_CR23","unstructured":"Codish, D., Ravid, G.: Personality based gamification-educational gamification for extroverts and introverts. In: Proceedings of the 9th CHAIS Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, pp. 36\u201344 (2014)"},{"issue":"1","key":"2_CR24","doi-asserted-by":"publisher","first-page":"33","DOI":"10.1007\/s10755-013-9256-1","volume":"39","author":"K Dunn","year":"2013","unstructured":"Dunn, K.: Why wait? The influence of academic self-regulation, intrinsic motivation, and statistics anxiety on procrastination in online statistics. Innov. High. Educ. 39(1), 33\u201344 (2013)","journal-title":"Innov. High. Educ."},{"key":"2_CR25","doi-asserted-by":"publisher","first-page":"205","DOI":"10.1207\/S15389286AJDE1604_2","volume":"16","author":"DL Conrad","year":"2002","unstructured":"Conrad, D.L.: Engagement, excitement, anxiety, and fear: learner\u2019s experiences of starting an online course. Am. J. Distance Learn. 16, 205\u2013226 (2002)","journal-title":"Am. J. Distance Learn."},{"key":"2_CR26","first-page":"413","volume":"6","author":"AP Rovai","year":"2007","unstructured":"Rovai, A.P., Ponton, M.K., Wighting, M.J., Baker, J.D.: A comparative analysis of student motivation in traditional classroom and e-learning courses. Int. J. E-Learn. 6, 413\u2013432 (2007)","journal-title":"Int. J. E-Learn."},{"key":"2_CR27","unstructured":"Ong, D., Chan, Y., Cho, W., Koh, T.: Motivation of learning: an assessment of the practicality and effectiveness of gamification with a tertiary education system in Malaysia. In: World Academy of Researchers, Educators, and Scholars in Business, Social Sciences, Humanities, and Education Conference. (2013)"},{"key":"2_CR28","doi-asserted-by":"crossref","unstructured":"Jia, Y., Xu, B., Karanam, Y., Voida, S.: Personality-targets gamification: a survey study on personality traits and motivational affordances. In: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, pp. 2001\u20132013 (2016)","DOI":"10.1145\/2858036.2858515"},{"key":"2_CR29","unstructured":"Star, K.: Gamification, Interdependence, and the moderating effect of personality on performance. Doctoral dissertation, Coventry University (2015)"},{"key":"2_CR30","first-page":"116","volume":"9","author":"F Tabak","year":"2013","unstructured":"Tabak, F., Nguyen, N.T.: Technology acceptance and performance in online learning environments: impact of self-regulation. J. Online Learn. Teach. 9, 116\u2013130 (2013)","journal-title":"J. Online Learn. Teach."},{"key":"2_CR31","doi-asserted-by":"crossref","unstructured":"Denden, M., Tlili, A., Essalmi, F., Jenmi, M.: Educational gamification based on personality. In: IEEE\/ACS 14th International Conference on Computer Systems and Applications, pp. 1399\u20131405 (2017)","DOI":"10.1109\/AICCSA.2017.87"},{"key":"2_CR32","doi-asserted-by":"publisher","first-page":"557","DOI":"10.1016\/j.paid.2005.02.013","volume":"39","author":"M Komarraju","year":"2005","unstructured":"Komarraju, M., Karau, S.J.: The relationship between the big five personality traits and academic motivation. Pers. Individ. Differ. 39, 557\u2013567 (2005)","journal-title":"Pers. Individ. Differ."},{"key":"2_CR33","doi-asserted-by":"publisher","first-page":"167","DOI":"10.1016\/j.paid.2011.10.003","volume":"52","author":"F Ull\u00e9n","year":"2012","unstructured":"Ull\u00e9n, F., et al.: Proneness for psychological flow in everyday life: associations with personality and intelligence. Personality Individ. Diff. 52, 167\u2013172 (2012)","journal-title":"Personality Individ. Diff."},{"key":"2_CR34","doi-asserted-by":"publisher","first-page":"43","DOI":"10.1016\/j.compedu.2016.11.009","volume":"106","author":"P Buckley","year":"2017","unstructured":"Buckley, P., Doyle, E.: Individualizing gamification: an investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Comput. Educ. 106, 43\u201355 (2017)","journal-title":"Comput. Educ."},{"issue":"1","key":"2_CR35","doi-asserted-by":"publisher","first-page":"33","DOI":"10.1186\/s40594-017-0095-y","volume":"4","author":"PM Ludwig","year":"2017","unstructured":"Ludwig, P.M., Nagel, J.K., Lewis, E.J.: Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students. Int. J. STEM Educ. 4(1), 33 (2017)","journal-title":"Int. J. STEM Educ."},{"key":"2_CR36","doi-asserted-by":"publisher","first-page":"326","DOI":"10.1037\/0021-9010.86.2.326","volume":"86","author":"JA LePine","year":"2001","unstructured":"LePine, J.A., Dyne, L.V.: Voice and cooperative behavior as contrasting forms of contextual performance: evidence of differential relationships with big five personality characteristics and cognitive ability. J. Appl. Psychol. 86, 326\u2013336 (2001)","journal-title":"J. Appl. Psychol."},{"key":"2_CR37","doi-asserted-by":"publisher","first-page":"229","DOI":"10.1080\/00223980.2011.557749","volume":"145","author":"L Moses","year":"2011","unstructured":"Moses, L., et al.: Are math readiness and personality predictive of first-year retention in engineering? J. Psychol. Interdiscip. Appl. 145, 229\u2013245 (2011)","journal-title":"J. Psychol. Interdiscip. Appl."}],"container-title":["Advances in Intelligent Systems and Computing","Advances in Human Factors in Training, Education, and Learning Sciences"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-030-50896-8_2","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2020,6,30]],"date-time":"2020-06-30T07:19:28Z","timestamp":1593501568000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/978-3-030-50896-8_2"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020]]},"ISBN":["9783030508951","9783030508968"],"references-count":37,"URL":"https:\/\/doi.org\/10.1007\/978-3-030-50896-8_2","relation":{},"ISSN":["2194-5357","2194-5365"],"issn-type":[{"type":"print","value":"2194-5357"},{"type":"electronic","value":"2194-5365"}],"subject":[],"published":{"date-parts":[[2020]]},"assertion":[{"value":"1 July 2020","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"AHFE","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"International Conference on Applied Human Factors and Ergonomics","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"San Diego, CA","order":3,"name":"conference_city","label":"Conference City","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"USA","order":4,"name":"conference_country","label":"Conference Country","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2020","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"16 July 2020","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"20 July 2020","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"ahfe2020","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"http:\/\/ahfe2020.org\/","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}}]}}