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.

The final publication is available at Springer via https://doi.org/10.1007/978-3-642-30950-2_71.