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

• URL: http://arxiv.org/abs/2606.17470v1
• Date: Tue, 16 Jun 2026 03:29:49 GMT
• Title: Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice
• Abstract summary: Motivational factors such as self-efficacy and how favorably students feel toward practice play a crucial role in shaping learning.<n>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.
• Score: 2.5476463851166007
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• 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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