Does self-efficacy matter when generating feedback?

Authors:
Matt Dennis;Judith Masthoff;Helen Pain;Chris Mellish
Affiliations:
Department of Computing Science, University of Aberdeen, Aberdeen;Department of Computing Science, University of Aberdeen, Aberdeen;School of Informatics, University of Edinburgh, Edinburgh;Department of Computing Science, University of Aberdeen, Aberdeen
Venue:
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Year:
2011

Citing 3
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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.