arXiv:2607. 19371v1 Announce Type: new Abstract: Large language model (LLM)-based Socratic tutors increasingly guide students through multi-turn questioning, but they can suffer from scaffolding collapse: under sustained student pressure, a tutor gradually abandons guided inquiry and reveals solutions directly.
By Jing Shao, Qifeng Wu, Hanyu Zhang, Sixia Sun, Jun Zhuang
arXiv:2606. 09887v1 Announce Type: cross Abstract: Reinforcement learning (RL) for large language models usually supervises reasoning with scalar outcome rewards, such as binary correctness.
By Zirui Liu, Jie Ouyang, Qi Liu, Xianquan Wang, Jiayu Liu, Tingyue Pan, Qingchuan Li, Jing Sha, Zhenya Huang, Shijin Wang, Enhong Chen
arXiv:2606. 11744v1 Announce Type: cross Abstract: Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum.
By Sidney Tio, Arunesh Sinha, Pradeep Varakantham
The paper introduces an exploration-guided prompt scaffolding framework for multimodal large language models, dynamically adjusting the prompt distribution during reinforcement learning post-training. It uses an Exploration Potential Score (EPS) derived from KL-regularized policy improvement to assess prompt utility without extra overhead, and a teacher model rewrites low-utility prompts to preserve intent while improving informativeness. Experiments on Geo3K, MMK12, MathVision, and MMMU-Pro show consistent performance gains, up to 9.7% in-domain and over 11% on out-of-distribution benchmarks.
By Yuanhao Yue, Qianli Ma, Chengyu Wang, Haoting Wang, Lei Shen, Jun Huang
The paper introduces UCO, a multi‑turn interactive reinforcement learning method designed to improve adaptive teaching with large language models. UCO employs two reward functions—Progress Reward to gauge genuine cognitive advancement and Scaffold Reward to keep instruction within each student’s Zone of Proximal Development. Experiments on BigMath and MathTutorBench show UCO outperforming 11 baseline models and matching advanced closed‑source systems.
By Shouang Wei, Min Zhang, Xin Lin, Bo Jiang, Kun Kuang, Zhongxiang Dai
arXiv:2606. 18257v1 Announce Type: cross Abstract: While LLMs show promise in automating educational content creation, their ability to generate questions that stimulate higher-order thinking remains understudied.
By Xiaolong Wang, Zhe Zhao, Song Lai, Chaoli Zhang, Zijie Geng, Yu Tong, Ye Wei, Qingsong Wen