Abstract
In this paper, we explore using an intelligent dialogue tutor to influence student academic self-efficacy, as well as its interaction with group self-efficacy composition in a dyadic learning environment. We find providing additional tutor prompts encouraging students to participate in discussion may have unexpected negative effects on self-efficacy, especially on students with low self-efficacy scores who have partners with low self-efficacy scores.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adamson, D., Rosé, C.P.: Coordinating Multi-dimensional Support in Collaborative Conversational Agents. In: Cerri, S.A., Clancey, B. (eds.) ITS 2012. LNCS, vol. 7315, pp. 347–352. Springer, Heidelberg (2012)
Bandura, A.: Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 191–215 (1977)
Bandura, A.: Self-efficacy: The exercise of control. Freeman, New York (1997)
Bandura, A.: Guide for constructing self-efficacy scales. Self-efficacy Beliefs of Adolescents, 307–334 (2006)
Forbus, K.D., Whalley, P.B., Evrett, J.O., Ureel, L., Brokowski, M., Baher, J., Kuehne, S.E.: CyclePad: An articulate virtual laboratory for engineering thermodynamics. Artificial Intelligence 114(1-2), 297–347 (1999)
Howley, I., Mayfield, E., Rosé, C.P.: Missing something? Authority in collaborative learning. In: Proceedings of Computer-Supported Collaborative Learning 2010 (2011)
Kumar, R., Rosé, C.P., Wang, Y.C., Joshi, M., Robinson, A.: Tutorial dialogue as adaptive collaborative learning support. In: Proceedings of Artificial Intelligence in Education (2007)
Martin, J.: English Text: System and structure. Benjamins, Amsterdam (1992)
Mayfield, E., Rosé, C.P.: Recognizing authority in dialogue with an integer linear programming constrained model. In: Proceedings of the Annual Meeting of the Association for Computational Linguistics (ACL), pp. 1018–1026 (2011)
Michaels, S., O’Connor, C., Resnick, L.: Deliberative discourse idealized and realized: Accountable Talk in the classroom and in civic life. Studies in Philosophy and Education 27(4), 283–297 (2008)
Stahl, G.: Analyzing and designing the group cognitive experience. International Journal of Cooperative Information Systems, IJCIS (2006)
Veel, R.: Language, knowledge, and authority in school mathematics. In: Christie, F. (ed.) Pedagogy and the Shaping of Consciousness: Linguistics and Social Processes, Continuum (1999)
Wang, S., Lin, S.: The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior 23(5), 2256–2268 (2007)
Zimmerman, B.J.: Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25, 82–91 (1999)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Howley, I., Adamson, D., Dyke, G., Mayfield, E., Beuth, J., Penstein Rosé, C. (2012). Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_71
Download citation
DOI: https://doi.org/10.1007/978-3-642-30950-2_71
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-30949-6
Online ISBN: 978-3-642-30950-2
eBook Packages: Computer ScienceComputer Science (R0)