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. © 2011 Springer-Verlag Berlin Heidelberg.
Cite
CITATION STYLE
Dennis, M., Masthoff, J., Pain, H., & Mellish, C. (2011). Does self-efficacy matter when generating feedback? In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6738 LNAI, pp. 444–446). https://doi.org/10.1007/978-3-642-21869-9_64
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