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

2026-06-15

AI Summary

This study investigates how self-efficacy and practice format preference moderate the impact of intelligent tutoring systems (ITS) versus paper-based exercises on learning outcomes. Employing a within-subjects counterbalanced experimental design, the research compares matched problem sets across the two practice modalities and integrates psychometric scales with statistical modeling to examine the role of motivational factors. Findings indicate that students with lower self-efficacy benefit more from both conditions, exhibiting significantly greater learning gains when using their preferred practice format—particularly ITS. However, ITS exposure does not lead to a significant improvement in their self-efficacy. The results highlight a critical interaction between practice format and learners’ motivational characteristics, offering empirical support for personalized instructional approaches.

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.

Problem

• self-efficacy
• favorability
• practice format
• learning outcomes
• motivational factors

Innovation

• self-efficacy
• favorability
• intelligent tutoring systems
• practice format
• motivational profiles