Does Self-Efficacy Matter When Generating Feedback?

被引：0
|
作者：
Dennis, Matt [1 ]
Masthoff, Judith [1 ]
Pain, Helen [2 ]
Mellish, Chris [1 ]
机构：
[1] Univ Aberdeen, Dept Comp Sci, Aberdeen AB24 3UE, Scotland
[2] Univ Edinburgh, Sch Informat, Edinburgh EH8 9YL, Midlothian, Scotland
来源：
ARTIFICIAL INTELLIGENCE IN EDUCATION | 2011年 / 6738卷
关键词：
INDUCTIVE APPROACH;
D O I：
暂无
中图分类号：
TP18 [人工智能理论];
学科分类号：
081104 ; 0812 ; 0835 ; 1405 ;
摘要：
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.
引用
收藏
页码：444 / 446
页数：3
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