SCRIPT: Implementing an Intelligent Tutoring System for Programming in a German University Context

Large language model tutors are easy to build in a notebook and hard to run in a real course. We describe ITAS (Intelligent Teaching Assistant System), a multi-agent tutoring system that a graduate quantum computing course used for a semester at Old Dominion University. The system has three layers. The teaching layer is a Spoke-and-Wheel of three parallel specialist agents (Video, Code, Guidance) followed by a Synthesizer, plus a separate autograder that evaluates both the correctness and the approach of checkpoint submissions. The operational layer is four Cloud Run microservices with session state in Cloud SQL and interaction events streamed through Pub/Sub to BigQuery. The feedback layer is a narrow-scope conversational agent that answers instructor questions over per-lesson pseudonymized event streams, addressing what we call the Blind Instructor Problem: LLM tutors accumulate more data about students than the instructor can reach through routine channels. The architecture is a direct response to specific failures of an earlier prototype, and we describe which of those fixes carried forward and which were dropped for this iteration. We report on a pilot deployment (five students, one course, one semester) interpreted as system-behavior evidence rather than learning-outcome evidence: the teaching layer handled 334 chat turns without the task-boundary hallucinations that domain consolidation would have risked, the operational layer captured 10,628 events across five modules, and the feedback layer surfaced two findings the instructor acted on mid-semester. We do not claim the pilot generalizes. We do claim that the system as described is one workable answer to the question of what an LLM-based ITS needs to look like end-to-end to run in a real course.

Education is one of the most promising real-world applications for Large Language Models (LLMs). However, current LLMs rely on static pre-training knowledge and lack adaptation to individual learners, while existing RAG systems fall short in delivering personalized, guided feedback. To bridge this gap, we present DeepTutor, a fully open-source agentic framework that unifies citation-grounded problem tutoring with difficulty-calibrated question generation. A hybrid personalization engine couples static knowledge grounding with dynamic learner memory, continuously adapting each interaction to the student's evolving needs. The same personalization substrate further extends to adaptive learning workflows, interactive books, and proactive multi-channel tutoring agents. To evaluate personalized tutoring, we introduce TutorBench, an interactive benchmark incorporating customized learner profiles grounded in university-level curricula across five domains. We further propose an LLM-based first-person interactive evaluation protocol that conducts assessments via a profile-driven student simulator. Complementary evaluations on established benchmarks, supported by human-alignment and ablation studies, confirm the framework's robustness and general utility. Results show that DeepTutor improves personalized metrics by 10.8% on average and strengthens general agentic reasoning across five backbone models by 29.4%.

Evaluating Artificial Intelligence (AI) tutor feedback before deployment requires anticipating student engagement, typically assessed through real interaction data. We introduce ParaStudent, a fine-tuning framework for simulating novice programming revisions to support AI tutor evaluation. Compared with prompted baselines, ParaStudent's revisions more closely match real student code distributions across functional, stylistic, and semantic metrics. Our best variant achieves AUCs of 0.80 for both feedback relevance and successful uptake when distinguishing streams with real engagement above versus at or below the median, while prompted baselines remain near chance on successful uptake. These findings demonstrate the promise of simulated engagement for pre-deployment feedback triage.