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.
By Teri Rumble, Javad Zarrin, P. George Lovell, Ruth Falconer
arXiv:2608. 03206v1 Announce Type: cross Abstract: Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS).
By Unggi Lee, Sookbun Lee, Yeil Jeong, Eunjoo Lee, Minchul Shin, Hoilym Kwon
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. That prior work validated LEA on a single STEM course (CMP511) exclusively through simulation, using synthetic learner agents.
arXiv:2608. 05411v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used as AI tutors, but a correct answer is not always a pedagogically appropriate one.
By Benjamin Barlog, Hudson Craig, Zedong Peng
arXiv:2608. 16907v1 Announce Type: cross Abstract: Generative AI (GenAI) is rapidly reshaping education by unlocking the potential for personalized tutoring.
By Angel Tsai-Hsuan Chung, Botong Zhang, Ling-Chieh Kung, Hamsa Bastani, Osbert Bastani
arXiv:2603. 05361v2 Announce Type: replace Abstract: 9-1-1 call-taking training requires mastery of over a thousand interdependent skills, covering diverse incident types and protocol-specific nuances.
By Zirong Chen, Hongchao Zhang, Meiyi Ma
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.
By Weibo Gao, Qi Liu, Linan Yue, Zheng Zhang, Yichao Du, Fangzhou Yao, Ao Yu, Zhenya Huang, Shijin Wang
arXiv:2606. 20138v1 Announce Type: new Abstract: LLMs can personalize education, although current static-prompt tutoring systems struggle to adapt to diverse academic disciplines.
By Po-Chin Chang, Nicholas Hogan, Aske Plaat, Michiel T. van der Meer
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.
By Dongjie Yang, Siyan Lin, Leixian Shen, Rui Sheng, Huamin Qu, Zixin Chen
arXiv:2608. 11259v1 Announce Type: cross Abstract: Many AI tutors leverage large language models (LLMs) today.
By Tushar Udeshi, Anna Khazenzon, Kabir Khan, Nick Breen, RJ Corwin, Chris DiGiano, Kodi Weatherholtz, Marek Zaluski
arXiv:2607. 28647v1 Announce Type: cross Abstract: This paper presents ConnectED, a human-centered AI system that supports the full instructional lifecycle in Vietnamese education by linking curriculum-aligned lesson design, interactive student learning, and feedback-driven refinement.
By Thang Doan Viet, Anh Nguyen Hoang, Tinh Luong Son, Anh Hoang Thi Ngoc, Huyen Giang Thi Thu, Tai Le Quy
arXiv:2606. 15766v1 Announce Type: new Abstract: A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution.
By Alexandra Neagu, Jeffrey T. H. Wong, Marcus Messer, Rhodri Nelson, Peter B. Johnson