Lahart, Orla, Kelly, Declan and Tangney, Brendan (2009) Increasing Parental Self-Efficacy in a Home-Tutoring Environment. IEEE Transactions on Learning Technologies, 2 (2). pp. 121-134. ISSN 1939-1382Full text not available from this repository.
Research suggests that parents with high levels of self-efficacy tend to make positive decisions about active engagement in the child's education, while parents with weak self-efficacy are often associated with less parental involvement. Therefore, endowing intelligent tutoring systems with the ability to adapt the level of support provided for the parent based on their self-efficacy may be of great benefit. Such a system might provide high levels of support for parents with low self-efficacy, while providing lower levels of support for parents with high self-efficacy. This paper explores the effect of using such an adaptive system in the home-tutoring context and, in particular, reports on two complementary empirical studies. In the first study, a dynamic self-efficacy model, learned from runtime self-report data is used to provide adaptive support for the parent. In the second empirical study, the dynamic self-efficacy model was expanded to allow parents to request for further support outside what is deemed necessary based on their self-efficacy model. Both studies comprised a control group which received full support regardless of their self-efficacy throughout the entire experiment. Results indicate clear increases in parental self-efficacy as a result of the provision of adaptive support throughout the home-tutoring process.
|Subjects:||Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
|Divisions:||School of Computing > Staff Research and Publications|
|Depositing User:||CAOIMHE NI MHAICIN|
|Date Deposited:||16 May 2016 09:56|
|Last Modified:||16 May 2016 09:56|
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