Does Self-Efficacy Matter When Generating Feedback?

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

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

7 Citations (Scopus)


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
Number of pages3
ISBN (Electronic)978-3-642-21869-9
ISBN (Print)978-3-642-21868-2
Publication statusPublished - 2011
Event15th International Conference, AIED 2011 - Auckland, New Zealand
Duration: 28 Jun 201128 Jun 2011

Publication series

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


Conference15th International Conference, AIED 2011
Country/TerritoryNew Zealand


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