Thesis (M.S.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

Thesis (M.S.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (M.S.)--Rochester Institute of Technology, 1993. / Typescript. Bibliography: leaves 88-92.

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 213-231). Also available in electronic format on the Internet.

Thesis (M.S.)--Rochester Institute of Technology, 1993. / Typescript. Includes bibliographical references (leaves 81-83).

Thesis (Ph.D.)--Drexel University, 2009. / Includes abstract and vita. Includes bibliographical references (leaves 105-114).

Thesis (M.S.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 165-170)

This thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and instructional strategies are a key consideration in learning effectiveness, this thesis contributes to a greater understanding of the relationship between personality preferences and effective learning in intelligent tutoring systems (ITS). This research attempts to contribute to the goal of a "truly adaptive ITS" by first examining relationships between personality preferences and learning style preferences; and then by modeling the influences of personality on learning strategies to optimize feedback for each student. This thesis explores the general question "what can personality preferences contribute to learning in intelligent tutoring systems?" So, why is it important to evaluate the relationship between personality preferences and learning strategies in ITS? "While one-on-one human tutoring is still superior to ITS in general, this approach is idiosyncratic and not feasible to deliver to [any large population] in any cost-effective manner." (Loftin, 2004). Given the need for ITS in large, distributed populations (i.e. the United States Army), it is important to explore methods of increasing ITS performance and adaptability. Findings of this research include that the null hypothesis that "there is no dependency between personality preference variables and learning style preference variables" was partly rejected. Highly significant correlations between the personality preferences, openness and extraversion, were established for both the active-reflective and sensing-intuitive learning style preferences. Discussion of other relationships is provided.