Does self-efficacy matter when generating feedback?

Matt Dennis*, Judith Masthoff, Helen Pain, Chris Mellish

*Corresponding author for this work

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


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 - 15th International Conference, AIED 2011
Number of pages3
Volume6738 LNAI
Publication statusPublished - 2011
Externally publishedYes
Event15th International Conference on Artificial Intelligence in Education - Auckland, New Zealand
Duration: 28 Jun 20111 Jul 2011

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume6738 LNAI
ISSN (Print)03029743
ISSN (Electronic)16113349


Conference15th International Conference on Artificial Intelligence in Education
Abbreviated titleAIED 2011
Country/TerritoryNew Zealand


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