ArguAgent: AI-Supported Real-Time Grouping for Productive Argumentation in STEM Classrooms

The proliferation of large language models (LLMs) in educational settings has paradoxically undermined the cognitive processes they purport to support. Students increasingly outsource critical thinking to AI assistants that generate polished text on demand, resulting in measurable cognitive debt and diminished argumentative reasoning skills. We present Prober.ai, a web-based writing environment that inverts the conventional AI-tutoring paradigm: rather than generating or rewriting student text, the system constrains an LLM (Gemini 3 Flash Preview) through persona-specific system prompts and structured JSON output schemas to produce only targeted, inquiry-based questions about argumentative weaknesses. A two-phase interaction architecture -- Challenge and Unlock -- implements a pedagogical friction mechanism whereby revision suggestions are gated behind mandatory student reflection. The system's design is grounded in Toulmin's argumentation theory, research on peer feedforward questioning mechanisms, and evidence on AI-supported feedback in writing instruction. A functional prototype was developed in 36 hours during the NY EdTech Hackathon (March 2026), where it was awarded second place. We describe the system architecture, the prompt engineering methodology for constraining LLM output to pedagogically aligned JSON schemas, and discuss implications for scalable, cognition-preserving AI integration in writing education.

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.

Collaboration is widely recognized as a cornerstone of 21st-century education, yet teachers still encounter persistent challenges in fostering productive peer interaction. LLM conversational peer agents introduce new possibilities for mediating in-person group work, raising questions about how persona design, particularly their voice characteristics, shapes learners' perceptions, trust, and interactional dynamics. While prior work has examined agent accent effects in one-to-one settings, little is known about how these effects manifest in groups. We conducted a between-subjects mixed-methods study with 33 teachers examining how a GenAI voice agent with different accents (British, Indian, and African American) influenced collaboration and agent perception. Across surveys, group interaction analyses, and artifacts, we find that accent shaped participants' mental models and the roles the agent assumed in group interaction. The British-accented agent was largely treated as a tool and engaged in detached, utility-based ways, whereas Indian- and African American-accented agents were more readily anthropomorphized and integrated as peers. These role expectations influenced trust, engagement, and reliance over time. This work advances understanding of how GenAI's sociolinguistic design features shape group dynamics in CSCL, with implications for designing culturally inclusive AI partners in group learning.