Tell Me Why: Designing an Explainable LLM-based Dialogue System for Student Problem Behavior Diagnosis

Recent advances in large language models (LLMs) have led to the development of AI-powered tutoring systems that provide interactive support via dialogue. To enable these tutoring systems to provide personalized support, it is essential to assess student performance at each turn, motivating knowledge tracing (KT) in dialogue settings. However, existing dialogue-based KT approaches often ignore question difficulty modeling and rely on opaque latent representations from LLMs, hindering accurate and interpretable prediction. In this work, we propose an interpretable difficulty-aware conversational KT framework built upon LLMs, which explicitly models students' abilities and the difficulty of tutor-posed tasks at each turn. The framework incorporates the original textual question and the next tutor-posed task to estimate the student's knowledge state and the difficulty of the upcoming turn. Furthermore, it integrates Item Response Theory to map LLM's outputs into student ability and question difficulty parameters, enabling interpretable prediction of student performance grounded in cognitive theories of learning. We evaluate the framework on two tutor-student dialogue datasets. Both quantitative and qualitative results show that our framework outperforms existing KT baselines, meanwhile generating interpretable outputs consistent with cognitive theory.

Large Language Models (LLMs) can generate natural language explanations that rationalize their own decisions, a phenomenon commonly referred to as self-explanations. Such explanations have emerged as a promising direction for explainable artificial intelligence (XAI), particularly for interpreting LLM behavior. However, while self-explanations often appear plausible, whether they faithfully reflect a model's underlying reasoning process remains an open question. In this opinion paper, we argue that self-explanations can be highly plausible, questionably faithful, and yet highly actionable. From a traditional XAI perspective, we identify the limitations of standard evaluation protocols for LLM-generated self-explanations and propose practical guidelines for assessing their plausibility and faithfulness. Moreover, we argue that evaluation should extend beyond these criteria to actionability, highlighting applications of LLM rationalization capabilities that support informed decision-making and appropriate action across diverse stakeholders.

Educational NLP systems are typically evaluated using engagement metrics and satisfaction surveys, which are at best a proxy for meeting pedagogical goals. We introduce six computational metrics for automated evaluation of pedagogical alignment in student-AI dialogue. We validate our metrics through analysis of 12,650 messages across 500 conversations from four courses. Using our metrics, we identify a fundamental misalignment: educators design conversational tutors for sustained learning dialogue, but students mainly use them for answer-extraction. Deployment context is the strongest predictor of usage patterns, outweighing student preference or system design: when AI tools are optional, usage concentrates around deadlines; when integrated into course structure, students ask for solutions to verbatim assignment questions. Whole-dialogue evaluation misses these turn-by-turn patterns. Our metrics will enable researchers building educational dialogue systems to measure whether they are achieving their pedagogical goals.