The paper evaluates Large Language Models for automatically analyzing responses in digital teacher simulations. Experiments compare DeBERTaV3 and Llama 3 across zero‑shot, few‑shot, and fine‑tuning settings, revealing that performance varies by characteristic and that Llama 3 consistently outperforms DeBERTaV3, especially when new characteristics must be identified. The findings suggest Llama 3 is preferable for dynamic simulation environments where teacher educators introduce new evaluation criteria.
arXiv:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
EduDial is a large-scale multi-turn teacher‑student dialogue corpus covering 345 core knowledge points and 34,250 dialogue sessions, designed around Bloom’s taxonomy and ten questioning strategies such as situational, ZPD, and metacognitive questioning. The dataset includes differentiated teaching strategies for students at varying cognitive levels to provide targeted guidance. Using EduDial, the authors trained EduDial‑LLM 32B and introduced an 11‑dimensional evaluation framework that measures teaching quality and content quality, showing that most mainstream LLMs struggle with student‑centered teaching while EduDial‑LLM outperforms all baselines across all metrics.
arXiv:2607. 05571v1 Announce Type: new Abstract: Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models.
arXiv:2607. 22598v1 Announce Type: cross Abstract: Educational chatbots powered by large language models (LLMs) show promising effects on learning outcomes, yet most systems delegate pedagogical decisions such as content selection and didactic structuring implicitly to the LLM, making tutoring strategies difficult to trace, evaluate, and reproduce.
arXiv:2608. 10492v1 Announce Type: new Abstract: Large Language Model (LLM)-based simulators often reproduce observable actions but fail to capture the underlying reasoning behind them.
arXiv:2506.04920v2 Announce Type: replace-cross Abstract: Large language models (LLMs) have demonstrated the ability to generate formative feedback and instructional hints in English, making them inc...
User interface (UI) and user experience (UX) evaluation is central to product development, yet reliable feedback still relies on recruiting human participants or running online A/B tests, making early-stage iteration slow and costly. In light of this, recent work has explored Multimodal Large Language Models as proxy evaluators.
arXiv:2606. 11210v1 Announce Type: cross Abstract: Model Construction is a foundational practice in science learning that relies on visualization and interactivity.
arXiv:2606. 05697v1 Announce Type: new Abstract: User interface (UI) and user experience (UX) evaluation is central to product development, yet reliable feedback still relies on recruiting human participants or running online A/B tests, making early-stage iteration slow and costly.
The paper introduces Universal Textual Teaching (UTT), a parameter‑update‑free framework that distills knowledge gaps between a Teacher and Student large language model into a reusable natural‑language artifact called a Primer. UTT identifies representative gap cases, then iteratively refines the Primer through a cycle of student attempts, prompter‑generated teaching instructions, teacher demonstrations, and synthesizer consolidation. Experiments on math (Omni‑MATH‑2) and code generation (KernelBench) show significant accuracy gains, outperforming prompt engineering and parameter‑based knowledge distillation, and the Primer generalizes across different Teacher‑Student pairs.
The paper presents a study on fine‑tuning open‑source instruction‑tuned language models for a Linear Control Systems course using LoRA. A dataset of 360 system‑user‑assistant conversations was created, and LoRA was applied to Qwen2.5‑3B‑Instruct and Qwen2.5‑7B‑Instruct with ranks r=4, 8, and 16. Evaluation with ROUGE, BERTScore, and structured‑output metrics showed that LoRA improved similarity and stability, with the 7B‑r16 model achieving the highest scores and r=8 offering a good trade‑off between performance and parameter efficiency.
arXiv:2608. 03952v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners.