Matching Intervention Messages Considering Complex Personality Types of High School Students

Abstract

In this paper, we proposed intervention messages that consider the complexity of student personalities. Because of the increasing importance of individually optimized learning, the intervention for the student is also desired to be tailored. While previous studies have found the appropriate message content related to one or several personality traits, no study has been conducted to send individually optimized messages with consideration of each student's complex personality traits. In this study, we conducted the clustering of students based on Big Five test scores and then determined the nature of each cluster and the type of intervention message related to that nature. According to the clustering analysis, the students were categorized into three groups. Considering the personality trait of these groups, we decided tailored messages for each group.