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arXiv · 2606.17470

Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice

Xinfei Cen·Vincent Aleven·Kenneth R. Koedinger·Conrad Borchers·Paulo F. Carvalho
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Abstract

Motivational factors such as self-efficacy and how favorably students feel toward practice play a crucial role in shaping learning, particularly in technology-supported environments. Yet, educational interventions often overlook how these factors interact with practice format. This paper examines the influence of self-efficacy and favorability on learning outcomes across two common practice formats: paper-based and system-based tutoring practice. Using a counterbalanced within-subject design with matched problem sets, we isolate the effect of practice format while modeling motivational differences. Results indicate that students with lower baseline self-efficacy achieved greater learning gains regardless of practice format. Among students with lower baseline self-efficacy, greater favorability toward the tutor was associated with greater learning gains during tutor practice, whereas the pattern differed in paper-based practice. Intelligent Tutoring System (ITS)-based practice did not significantly improve post-training self-efficacy relative to paper-based methods. These findings underscore the potential value of tailoring practice format to students' motivational profiles, as the benefits of tutor- and paper-based practice varied with baseline self-efficacy and favorability. They lay the groundwork for future research on how instructional formats can be aligned more effectively with learners' motivational needs.

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Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, Paulo F. Carvalho. 2026-06-16. Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice. https://arxiv.org/abs/2606.17470

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