TutorTrace is a new dataset and behavioral abstraction pipeline that captures learners’ low‑level IDE telemetry to make their behavioral context visible and computable in real time. The dataset, collected across 480 students in two introductory Python courses, includes 180 K telemetry events, 13 633 behavioral segments, and 27 continuously computed metrics, and it underpins a taxonomy of learner activity before, between, and after AI queries. Preliminary classroom tests show that behavior‑aware prompts reduce the time between queries, and the system can predict upcoming queries with AUROC scores of .726 and .717 on two held‑out tasks.
arXiv:2608.22993v1 Announce Type: new Abstract: Students increasingly use LLMs as tutors for coursework and problem solving. Little is known about the level of assistance LLMs provide when students u...
The paper presents a tutoring platform that combines a generative AI chatbot with a reinforcement learning algorithm to adaptively sequence practice problems for students learning Python. In a five‑month field study across ten high schools, the adaptive sequencing improved unassisted final exam performance by 0.15 standard deviations, with mediation analysis indicating that higher engagement drove the gains. The study demonstrates that signals from student‑chatbot interactions can be leveraged to personalize and optimize learning at scale.
arXiv:2606. 18617v1 Announce Type: cross Abstract: There exist numerous tutor training platforms.
The study analyzes 20,462 student turns from 1,260 sessions with a guided LLM chemistry tutor, identifying 6,630 impasse turns categorized as conceptual errors, expressed uncertainty, or help‑seeking. Three tutoring conditions—baseline, no‑direct‑answer, and guided—were simulated, revealing that the baseline tutor often gave direct answers, the no‑direct‑answer tutor always asked follow‑up questions, and the guided tutor varied its responses based on context. Impasse trajectories showed that each additional impasse turn reduced the likelihood of recovery, while addressing errors became increasingly beneficial compared to repeated scripted questioning.
arXiv:2607. 21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems.
arXiv:2609.28470v1 Announce Type: new Abstract: Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advanc...
The paper introduces Disengagement-Aware Student Simulators (DAS2), a protocol that models five learner-engagement states—engaged, gaming, wheel-spinning, off-task, and mixed—to evaluate AI tutor performance before deployment. Using annotated tutoring sessions from ASSISTments09, DAS2’s rule-based labels matched human consensus in 81% of cases, and conditioning simulations on intended states narrowed the correctness-rate gap between simulated and authentic sessions for gaming and wheel-spinning behaviors. The study also compares five AI tutors across these states, finding stable relative rankings but state-specific performance differences, and notes that automated evaluation does not fully align with human judgment.
arXiv:2606. 15225v1 Announce Type: cross Abstract: Large-scale learner-task interaction data are crucial for intelligent educational systems but are costly to collect and constrained by privacy and learner engagement.
arXiv:2610.05437v2 Announce Type: replace Abstract: Computer-use agents need to capture procedural knowledge of how people use software. User telemetry offers a scalable source of this knowledge. How...
arXiv:2607. 13370v1 Announce Type: cross Abstract: This paper is an extension of a paper presented at the ICAART 2026 conference, which introduced LEA (Learning Engagement Assistant), an adaptive AI tutoring agent combining course-specific Retrieval-Augmented Generation (RAG) with structured Knowledge Component (KC) models across integrated Chat, Tutor, and Quiz modes.
arXiv:2507.12674v3 Announce Type: replace-cross Abstract: Evaluating Artificial Intelligence (AI) tutor feedback before deployment requires anticipating student engagement, typically assessed through...
TutorCaseBench is a new benchmark designed to evaluate large language model (LLM) tutors on their ability to support students exhibiting challenging behaviors. It is built from qualitative case studies in pedagogy, educational psychology, and special education, converting documented student categories into 923 case-specific dialogues and rubrics. The benchmark tests 11 state‑of‑the‑art LLMs on open‑ended response generation and multiple‑choice selection, finding that even the best model meets rubric criteria only 55.8% of the time for open‑ended cases, highlighting a gap between recognizing interventions and adapting to context.