Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, Paulo F. Carvalho (2026). EC-TEL 2026 📄 Full text (arXiv)
Key Findings
Lower baseline self-efficacy predicts greater learning gains regardless of practice format. ITS-based practice did not improve post-training self-efficacy over paper. Benefits of tutor vs. paper practice vary with motivational profiles.
Relevance to AI in Education
This paper contributes directly to understanding how AI systems interact with learners in authentic educational settings. Demonstrates that motivational factors (self-efficacy, favorability) modulate the effectiveness of ITS-based vs. paper-based practice, suggesting personalized practice format assignment.
Related Pages
- intelligent-tutoring-systems — related page
- personalized-learning — related page
- student-modeling — related page
- ai-learning-transfer — related page
- self-regulated-learning — related page
Citation
APA: Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, Paulo F. Carvalho (2026). Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice. arXiv:2606.17470. EC-TEL 2026.