TY - GEN
T1 - Does self-efficacy matter when generating feedback?
AU - Dennis, Matt
AU - Masthoff, Judith
AU - Pain, Helen
AU - Mellish, Chris
PY - 2011
Y1 - 2011
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=79959293471&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-21869-9_64
DO - 10.1007/978-3-642-21869-9_64
M3 - Conference contribution
AN - SCOPUS:79959293471
SN - 9783642218682
VL - 6738 LNAI
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 444
EP - 446
BT - Artificial Intelligence in Education - 15th International Conference, AIED 2011
T2 - 15th International Conference on Artificial Intelligence in Education
Y2 - 28 June 2011 through 1 July 2011
ER -