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.
By Angel Tsai-Hsuan Chung, Botong Zhang, Ling-Chieh Kung, Hamsa Bastani, Osbert Bastani
arXiv:2606. 16428v1 Announce Type: cross Abstract: Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners.
By Jaward Sesay, Yue Yu, Siwei Dong, Yemin Shi, Guangyao Chen, B\"orje F. Karlsson
arXiv:2608.21391v1 Announce Type: cross
Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
By Aditya Johri, Cory Brozina, Akriti Bagale
The paper "Why did My Robot Just Change Personality? Prompting Guidelines for a Grounded Robot Persona in LLM-Based HRI" addresses the lack of clear prompt design in human‑robot interaction using large language models. It proposes a framework and a structured prompt template with eight functional components to specify, bound, and adapt robot behavior. The authors base their guidelines on a review of prior work and on survey data from 27 HRI experts, highlighting issues such as unclear robot personality, the need for user adaptation, and ethical concerns around safety, deception, and governance.
By Ashita Ashok, Franziska Babel, Patrick Holthaus, Rucha Khot, Karla Bransky, Fethiye Irmak Dogan, Karsten Berns, Silvia Rossi, Minha Lee, Guy Laban
arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
By Shan Li, Juan Zheng
The paper introduces a prompt‑engineering framework that personalizes large language model (LLM) teaching assistants across disciplines by tailoring responses to six learner‑specific dimensions, creating 96 distinct learner profiles. It also analyzes student queries through Bloom’s Taxonomy to gauge cognitive complexity, encoding both learner attributes and cognitive assessments into structured prompts that condition the LLM without retraining. Experiments using NLP metrics and a small human study demonstrate that this approach yields perceptible differences in response style and structure, with statistical evidence linking specific learner attributes to measurable changes.
By Saptarshi Basu, Sandeep Kakar, Ashok Goel
arXiv:2608. 07965v1 Announce Type: new Abstract: Gamification is especially effective in learning domains requiring active problem-solving and iterative skill-building, such as cybersecurity education.
By Ivan Hornung, Deepthi Marasinghe Arachchige, Tharindu Kumarage, Garima Agrawal, Yuli Deng, Ying-Chih Chen, Huan Liu
arXiv:2609.07715v1 Announce Type: cross
Abstract: The hype around generative AI seems to promise unprecedented productivity (and learning) gains. However, these technologies' increasing agentic featu...
By Luis P. Prieto, Yannis Dimitriadis
arXiv:2606. 05509v1 Announce Type: cross Abstract: Generative artificial intelligence (AI) is increasingly used to support self-directed learning, yet student interaction with such systems often remains unstructured, limiting engagement in deeper cognitive processes.
By Xiaoyu Hou, Bo Xiao, Hexu Liu, Shane Mueller
arXiv:2606. 30662v1 Announce Type: cross Abstract: The advent of Generative Artificial Intelligence (GenAI), and in particular Large Language Models (LLMs), is reshaping educational practice, while intensifying ethical debate about its adoption.
By Lorenzo Stacchio, Michele Giordano, Daniele Berardini, Primo Zingaretti, Emanuele Frontoni
arXiv:2607. 14046v1 Announce Type: new Abstract: This paper presents Earthquaker-AI, a hybrid educational framework building upon a previously implemented educational robotics project by integrating a conversational AI assistant based on Retrieval-Augmented Generation.
By Xanthi Kokkinou, Chaido Mizeli, Nafsika Koulaxidou, Marina Delianidi, Konstantinos Diamantaras
arXiv:2604. 26962v3 Announce Type: replace-cross Abstract: Education is one of the most promising real-world applications for Large Language Models (LLMs).
By Bingxi Zhao, Jiahao Zhang, Xubin Ren, Zirui Guo, Tianzhe Chu, Yi Ma, Chao Huang