Adapting performance feedback to a learner’s conscientiousness

Matthew Gordon Dennis, Judith Masthoff, Christopher Stuart Mellish

Research output: Chapter in Book/Report/Conference proceedingPublished conference contribution

14 Citations (Scopus)


To keep a learner motivated, an intelligent tutoring system may need
to adapt its feedback to the learner’s characteristics. We are particularly interested in adaptation of performance feedback to the learner’s personality.
Following on from an earlier study that investigated the effect of generalized self-efficacy, this study examines how feedback may need to be adapted to the trait Conscientiousness from the Five Factor Model. We used a User-as-Wizard approach, with participants taking the role of the adaptive feedback generator.
Participants were presented with a fictional student with a validated polarized level of Conscientiousness, along with a set of marks the student had achieved in a test. They provided feedback to the learner in the form of a short statement.
We examined the level to which participants bent the truth as adaptation to the learner’s conscientiousness. The study suggests that adaptation to conscientiousness may be needed: using a positive slant for highly conscientious students with failing grades.
Original languageEnglish
Title of host publicationProceedings of User Modeling, Adaptation, and Personalization
Number of pages6
ISBN (Electronic)978-3-642-31454-4
ISBN (Print)978-3-642-31453-7
Publication statusPublished - 2012
Event20th International Conference, UMAP 2012 - Montreal, Canada
Duration: 16 Jul 201220 Jul 2012


Conference20th International Conference, UMAP 2012


  • adaptation
  • personality
  • conscientiousness
  • feedback


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