Does Self-Efficacy Matter When Generating Feedback?

Matthew Gordon Dennis, Judith Masthoff, Helen Pain, Christopher Stuart Mellish

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)

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-Verlag
Pages444-446
Number of pages3
ISBN (Electronic)978-3-642-21869-9
ISBN (Print)978-3-642-21868-2
DOIs
Publication statusPublished - 2011
Event15th International Conference, AIED 2011 - Auckland, New Zealand
Duration: 28 Jun 2011 → …

Publication series

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

Conference

Conference15th International Conference, AIED 2011
CountryNew Zealand
CityAuckland
Period28/06/11 → …

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  • Cite this

    Dennis, M. G., Masthoff, J., Pain, H., & Mellish, C. S. (2011). Does Self-Efficacy Matter When Generating Feedback? In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 (pp. 444-446). (Lecture Notes in Computing Science; Vol. 6738). Springer-Verlag. https://doi.org/10.1007/978-3-642-21869-9_64