Does Self-Efficacy Matter when Generating Feedback?

Authors: 

Matt Dennis, Judith Masthoff, Helen Pain and Chris Mellish

Paper type: 
Poster

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.