Does Self-Efficacy Matter When Generating Feedback?

Matt Dennis, Judith Masthoff, Helen Pain, Chris Mellish

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This study aims to establish how tutors adapt to Generalised Self-Efficacy when providing feedback on progress to a learner. Tutors seem to adapt to learners with low self-efficacy, providing a positive slant to topics on which the learner performed very badly. Results can be used by a conversational agent to adapt feedback to learners’ self-efficacy.
Original languageEnglish
Title of host publicationArtificial Intelligence in Education
Subtitle of host publication15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011
EditorsGautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic
Place of PublicationBerlin, Heidelberg
PublisherSpringer Berlin Heidelberg
Pages444-446
Number of pages3
ISBN (Electronic)978-3-642-21869-9
ISBN (Print)978-3-642-21868-2
DOIs
Publication statusPublished - 2011

Publication series

NameLecture Notes in Computer Science
PublisherSpringer Berlin Heidelberg
Volume6738
ISSN (Print)0302-9743

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