Abstract
PurposeThe purpose of this paper is to explore the relationship between cognitive style, user personality and perceived multimedia quality.Design/methodology/approachThis paper used Cognitive Style Analysis and an adapted Myers‐Briggs questionnaire to assess cognitive style and user personality respectively. It also used an adapted Quality of Perception metric to assess user‐perceived multimedia quality.FindingsThe research shows that personality type and user cognitive style affects information assimilation, self‐perceived achievement and student level of confidence.Practical implicationsThis work suggests a number of practical recommendations to support the consideration of personality and cognitive style in preparation of educational multimedia material.Originality/valueThis paper provides consideration of personality and cognitive style, and the impact that they have on user multimedia perception.
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