Examining the relationship of personality traits with online teaching using emotive responses and physiological signals

In the education sector, there is a rapid increase in using online teaching and learning scenarios. Making these scenarios more effective is the main purpose of this study. Though there are a lot of factors that affect it, however, the primary focus is to find out the relationship between a teacher's personality and their liking for online teaching. To conduct the study, a framework has been proposed which is a mixed design of self-reported (emotions and personality) data and physiological responses of a teacher. In self-reported data, along with teachers, learners' perception of a teacher's personality is also considered which explores their relationship with online teaching. The final results reveal that teachers with a high level of agreeableness, conscientiousness, and openness personality traits are more comfortable with online teaching as compared to extraversion and neuroticism traits. To validate the self-reported data analysis, the physiological responses of teachers were recorded that ensure the authenticity of the collected data. It also ensures that the physiological responses along with emotions are also good indicators of personality recognition.

Automated summary

The study aims to improve the effectiveness of online teaching and learning scenarios in the education sector. A mixed design framework combining self-reported data and physiological responses was proposed to investigate the relationship between a teacher's personality and their liking for online teaching. The results indicate that teachers with agreeableness, conscientiousness, and openness personality traits are more comfortable with online teaching compared to those with extraversion and neuroticism traits.