Abstract
This study extended prior research in examining the effects of expert system use on 88 students' learning when their personality traits were considered. The results were based on measurements of the students' declarative and procedural knowledge after being taught a subject domain using one of three teaching methods, instruction, expert system, or a combination of the two. Both expert system and instruction, as well as one personality trait, SN, had a significant effect on the development of declarative and procedural knowledge. In addition, the personality trait EI had a significant effect on the development of procedural (but not declarative) knowledge. Two of the interactive variables were also significant. Accordingly, the results of this study provide some insight for instructors of managerial accounting courses as to the role of personality in learning managerial topics.
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