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Instructing a teachable agent with low or high self-efficacy – does similarity attract?
Division of Cognitive Science, Lund University, Lund, Sweden.
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0001-6997-3917
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences. Division of Cognitive Science, Lund University, Lund, Sweden.ORCID iD: 0000-0003-3691-8756
Division of Cognitive Science, Lund University, Lund, Sweden.
2018 (English)In: International Journal of Artificial Intelligence in Education, ISSN 1560-4292, E-ISSN 1560-4306, p. 1-33Article in journal (Refereed) Published
Abstract [en]

This study examines the effects of teachable agents’ expressed self-efficacy on students. A total of 166 students, 10- to 11-years-old, used a teachable agent-based math game focusing on the base-ten number system. By means of data logging and questionnaires, the study compared the effects of high vs. low agent self-efficacy on the students’ in-game performance, their own math self-efficacy, and their attitude towards their agent. The study further explored the effects of matching vs. mismatching between student and agent with respect to self-efficacy. Overall, students who interacted with an agent with low self-efficacy performed better than students interacting with an agent with high self-efficacy. This was especially apparent for students who had reported low self-efficacy themselves, who performed on par with students with high self-efficacy when interacting with a digital tutee with low self-efficacy. Furthermore, students with low self-efficacy significantly increased their self-efficacy in the matched condition, i.e. when instructing a teachable agent with low self-efficacy. They also increased their self-efficacy when instructing a teachable agent with high self-efficacy, but to a smaller extent and not significantly. For students with high self-efficacy, a potential corresponding effect on a self-efficacy change due to matching may be hidden behind a ceiling effect. As a preliminary conclusion, on the basis of the results of this study, we propose that teachable agents should preferably be designed to have low self-efficacy.

Place, publisher, year, edition, pages
Springer-Verlag New York, 2018. p. 1-33
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:liu:diva-152182DOI: 10.1007/s40593-018-0167-2OAI: oai:DiVA.org:liu-152182DiVA, id: diva2:1257350
Funder
Wallenberg FoundationsAvailable from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-11-12Bibliographically approved

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Flycht-Eriksson (Silvervarg), AnnikaGulz, Agneta

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