A Simulation-Based Method for Testing Collaborative Learning Scaffolds Using LLM-Based Multi-Agent Systems

Despite the rapid deployment of LLMs into classrooms, validating educational AI remains uniquely intractable: interventions act on developing learners whose cognitive and social trajectories are irreversibly shaped, while real-world trials are slow, ethically constrained, and institutionally locked. LLM-based educational simulators have emerged as a potential remedy, but many still collapse learning into persona-conditioned role-play and, when optimized only to reproduce existing classrooms, can structurally penalize the institutional novelty that pedagogical reform requires. In this work, we introduce AgentSchool, an LLM-driven multi-agent simulator that models learning as state transition rather than prompted behavior. AgentSchool couples cognitively growable student agents -- equipped with weighted subject knowledge graphs, thinking-workflow pools, and explicit misconceptions -- with adaptive teacher agents that plan, scaffold, and reflect along the Zone of Proximal Development, embedded in a configurable scenery generator that situates instruction within both formal and informal learning fields, and a multi-scale simulator that decouples interaction scale, temporal granularity, and simulation duration. Experiments show that structured student agents produce more differentiated mastery and misconception traces than a baseline simulator, while teacher-agent comparisons show backbone-dependent patterns consistent with ZPD-informed adaptation. Further, AgentSchool generates plausible traces of peripheral participation, clique formation, aggressor-induced cohesion, and opinion-leader emergence consistent with classroom social theories. Beyond its role as an educational research instrument, AgentSchool frames education as a socially meaningful testbed for long-horizon memory, multi-agent coordination, and future institutional reasoning under organizational pressure.

Multi-agent systems (MAS) built on large language models have shown growing promise, with their effectiveness resting on agents' ability to coordinate through text-based channels much as human teams do. Yet recent study suggests that MAS often falter not because agents lack individual task-solving ability, but because they lack collaborative competence: the capacity to establish common ground, maintain shared task understanding, balance individual and collective incentives, and repair misalignment as interaction unfolds. Decades of research in Computer-Supported Cooperative Work have characterized these requirements for human teams coordinating under constrained communication, yet existing MAS evaluations focus mainly on task outcomes or single-agent proficiency in reasoning, planning, and tool use. To enable a systematic analysis of agents' collaborative competence in MAS, we introduce CollabSim, a configurable simulation framework that combines a theory-grounded definition of collaborative capabilities, controlled manipulation of interaction conditions, and action-level probing of agents' internal states. Experiments across four LLMs show that CollabSim can capture condition effects, separate model performance patterns, and reveal task-dependent effects of agent design.

LLM pedagogical agents are proliferating, yet recent findings have raised questions about their adherence to established theories of learning and, by extension, their educational value. Concerns regarding cognitive offloading, over-reliance, and "gaming" behaviors persist and remain largely unaddressed. In response, we developed Copa, an agentic, multi-agent, multimodal Collaborative Peer Agent for STEM+C learning. Copa is built on top of the Evidence-Decision-Feedback (EDF) framework, grounding its interactions in Social Cognitive Theory and Social Constructivism and promoting sense-making through adaptive, dialogic support rather than answer-seeking. In an authentic high school computational-modeling study (n=33 dyads), we demonstrate that Copa (1) supports students' confidence building and ability to verbalize conceptual understanding without causing dependence; and (2) provides adaptive feedback personalized to learners that is interpretable with respect to students' multimodal input data. These findings position theory-guided, multimodal LLM agents as a promising path toward classroom AI integration that amplifies students' reasoning rather than replacing it.