Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy

Iris Howley, David Adamson, Gregory Dyke, Elijah Mayfield, Jack Beuth, Carolyn Penstein Rosé

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.

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