“I Didn’t Understand, I´m Really Not Very Smart”: How Design of a Digital Tutee’s Self-Efficacy Affects Conversation and Student Behavior in a Digital Math Game
Study details
| Year: | Not reported |
| Scope: | Other |
| Countries: | Sweden |
| Methodology: | Empirical research – Mixed methods |
| Methods of data collection: | Textual / documentary / content analysis; Tracking data |
| Researched Groups: | Children |
| Children Ages: | Kids (6-10 Years old); Pre-adolescents (11-13 Years old) |
| Informed Consent: | Consent not mentioned |
| Ethics: | Ethical considerations and/or protocol mentioned in the research design |
| URL: | https://www.mdpi.com/2227-7102/9/3/197 |
| Data Set Availability: | Data availability statement in the publication |
Goals
"Q1. What difference does the self-efficacy of digital tutees and students make, to what extent, and how:
(a) the students react and respond to the digital tutees’ feedback?
(b) the students comment on the digital tutees’ intelligence and competence?
(c) the students comment on the digital tutees’ attitude?
Q2. Are there any relations between students’ chat behavior and students’ performance?"
(Authors, in section 1.2.)