User analysis in HCI—the historical lessons from individual differences research
International Journal of Human-Computer Studies
Individual differences in virtual environments-introduction and overview
Journal of the American Society for Information Science - Special topic issue: individual differences in virtual environments
Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
Cognitive styles and hypermedia navigation: development of a learning model
Journal of the American Society for Information Science and Technology
User Modeling and User-Adapted Interaction
Empirical Evaluation of User Models and User-Adapted Systems
User Modeling and User-Adapted Interaction
Navigation in Information Spaces: supporting the individual
INTERACT '97 Proceedings of the IFIP TC13 Interantional Conference on Human-Computer Interaction
Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE
User Modeling and User-Adapted Interaction
Individual differences and behavioral metrics involved in modeling web navigation
Universal Access in the Information Society
Designing intelligent interfaces for e-learning systems: the role of user individual characteristics
UAHCI'07 Proceedings of the 4th international conference on Universal access in human-computer interaction: applications and services
Designing intelligent tutors to adapt individual interaction
ERCIM'06 Proceedings of the 9th conference on User interfaces for all
Enhancing the learning experience: preliminary framework for user individual differences
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
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Designing an intelligent system, as confirmed by research, must address relevant individual characteristics of users. This paper offers a brief review of individual differences literature in the HCI field in general and e-learning area in particular. Research suggests that using adaptive e-learning systems may improve user learning performance and increase her/his learning outcome. An empirical study presented in this paper encompasses a comprehensive user analysis regarding a web-based learning application. Statistically significant correlations were found between user intelligence, experience and motivation for e-learning with her/his learning outcome accomplished in an e-learning session. These results contribute to the knowledge base of user individual differences and will be considered in an estimation of possible benefits from enabling the system adaptivity.