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Issue No. 02 - April-June (2009 vol. 2)
ISSN: 1939-1382
pp: 121-134
Orla Lahart , National College of Ireland, Dublin
Declan Kelly , Trinity College, Dublin
Brendan Tangney , Trinity College, Dublin
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.
Adaptive strategies, home-tutoring domain, parental self-efficacy, personalized support.

O. Lahart, D. Kelly and B. Tangney, "Increasing Parental Self-Efficacy in a Home-Tutoring Environment," in IEEE Transactions on Learning Technologies, vol. 2, no. , pp. 121-134, 2009.
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