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Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees

Tärning, Betty LU ; Haake, Magnus LU and Gulz, Agneta LU (2017) CogSci 2017 p.1169-1174
Abstract
Educational software based on teachable agents has repeatedly proven to have positive effects on students’ learning outcomes. The strongest effects have been shown for low-performers. A number of mechanisms have been proposed to explore this outcome, in particular mechanisms that involve attributions of social agency to teachable agents. Our study examined whether an expression of high versus low self-efficacy in a teachable agent would affect low-performing students with respect to their learning outcomes and with respect to a potential change in their own self-efficacy. The learning domain was mathematics, specifically the base-ten system. Results were that the learning outcomes of low-performers who taught a low self-efficacy agent were... (More)
Educational software based on teachable agents has repeatedly proven to have positive effects on students’ learning outcomes. The strongest effects have been shown for low-performers. A number of mechanisms have been proposed to explore this outcome, in particular mechanisms that involve attributions of social agency to teachable agents. Our study examined whether an expression of high versus low self-efficacy in a teachable agent would affect low-performing students with respect to their learning outcomes and with respect to a potential change in their own self-efficacy. The learning domain was mathematics, specifically the base-ten system. Results were that the learning outcomes of low-performers who taught a low self-efficacy agent were significantly better than the learning outcomes of low-performers who taught a high self-efficacy agent. There were no effects from the manipulation of self-efficacy expressed by the teachable agent on changes of the low-performing students’ own self-efficacy. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Proceedings of the 39th Annual Conference of the Cognitive Science Society
editor
Gunzelmann, Glenn; Howes, Andrew; Tenbrink, Thora; Davelaar, Eddy; ; ; and
pages
1169 - 1174
publisher
Cognitive Science Society
conference name
CogSci 2017
conference location
London, United Kingdom
conference dates
2017-07-26 - 2017-07-29
ISBN
978- 0-9911967-6- 0
language
English
LU publication?
yes
id
93962f74-a0b3-4104-84ac-554113baea06
alternative location
https://mindmodeling.org/cogsci2017/papers/0226/paper0226.pdf
date added to LUP
2018-11-18 16:45:40
date last changed
2018-11-26 16:09:21
@inproceedings{93962f74-a0b3-4104-84ac-554113baea06,
  abstract     = {Educational software based on teachable agents has repeatedly proven to have positive effects on students’ learning outcomes. The strongest effects have been shown for low-performers. A number of mechanisms have been proposed to explore this outcome, in particular mechanisms that involve attributions of social agency to teachable agents. Our study examined whether an expression of high versus low self-efficacy in a teachable agent would affect low-performing students with respect to their learning outcomes and with respect to a potential change in their own self-efficacy. The learning domain was mathematics, specifically the base-ten system. Results were that the learning outcomes of low-performers who taught a low self-efficacy agent were significantly better than the learning outcomes of low-performers who taught a high self-efficacy agent. There were no effects from the manipulation of self-efficacy expressed by the teachable agent on changes of the low-performing students’ own self-efficacy. },
  author       = {Tärning, Betty and Haake, Magnus and Gulz, Agneta},
  editor       = {Gunzelmann, Glenn and Howes, Andrew and Tenbrink, Thora and Davelaar, Eddy},
  isbn         = {978- 0-9911967-6- 0},
  language     = {eng},
  location     = {London, United Kingdom},
  pages        = {1169--1174},
  publisher    = {Cognitive Science Society},
  title        = {Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees},
  year         = {2017},
}