AI assistants in human-AI collaboration often correct suboptimal human actions through behavioral feedback (e.g., alerts or steering-wheel nudges in assistive driving). Such interventions can mitigate immediate errors, but long-term improvement requires addressing the underlying misconceptions that cause repeated mistakes. We introduce SENSEI, a framework that infers user misconceptions from interaction behavior and provides targeted, minimal yet sufficient suggestions to correct them. Our approach departs from action- or trajectory-level interventions by operating over a structured knowledge representation to localize and correct the sources of erroneous behavior. Across three long-horizon tasks with diverse misconceptions and corresponding behaviors, SENSEI demonstrates zero-shot compositional generalization, disentangling multiple overlapping misconceptions despite training only on single-misconception cases. A user study further shows that our method identifies real human misconceptions and provides effective guidance that improves long-horizon task performance, successfully correcting 90% of student misconceptions. Code and project page are available at https://misoshiruseijin.github.io/SENSEI/.
Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too frequently may hinder true learning and cognitive engagement. Yet how AI systems navigate intervention decisions during problem-solving remains poorly understood. Here, we introduce Int-Bench, a simulation-based benchmark for evaluating LLM interventions during learning. Int-Bench simulates a "student" solving a problem while a "teacher" monitors the student's reasoning and decides whether, when, and how to intervene. Across three domains--code debugging, mathematics, and brain teasers--we evaluate LLM teachers on the frequency and timing of interventions, as well as their impact on both immediate task success and generalization to new problems. We also compare LLMs to humans, finding that LLMs intervene more frequently and earlier than humans. Moreover, in contrast to humans, they tend to provide complete solutions rather than targeted hints. These findings suggest that current LLM assistants often optimize for short-term success rather than supporting the reasoning processes needed for deeper learning and long-term success.
Modern AI assistants are trained to follow instructions, implicitly assuming that users can clearly articulate their goals and the kind of assistance they need. Decades of behavioral research, however, show that people often engage with AI systems before their goals are fully formed. When AI systems treat prompts as complete expressions of intent, they can appear to be useful or convenient, but not necessarily aligned with the users' needs. We call these failures Fantasia interactions. We argue that Fantasia interactions demand a rethinking of alignment research: rather than treating users as rational oracles, AI should provide cognitive support by actively helping users form and refine their intent through time. This requires an interdisciplinary approach that bridges machine learning, interface design, and behavioral science. We synthesize insights from these fields to characterize the mechanisms and failures of Fantasia interactions. We then show why existing interventions are insufficient, and propose a research agenda for designing and evaluating AI systems that better help humans navigate uncertainty in their tasks.
Novice math teachers often encounter students' mistakes that are difficult to diagnose and remediate. Misconceptions are especially challenging because teachers must explain what went wrong and how to solve them. Although many existing large language model (LLM) platforms can assist in generating instructional feedback, these LLMs loosely connect pedagogical knowledge and student mistakes, which might make the guidance less actionable for teachers. To address this gap, we propose MisEdu-RAG, a dual-hypergraph-based retrieval-augmented generation (RAG) framework that organizes pedagogical knowledge as a concept hypergraph and real student mistake cases as an instance hypergraph. Given a query, MisEdu-RAG performs a two-stage retrieval to gather connected evidence from both layers and generates a response grounded in the retrieved cases and pedagogical principles. We evaluate on \textit{MisstepMath}, a dataset of math mistakes paired with teacher solutions, as a benchmark for misconception-aware retrieval and response generation across topics and error types. Evaluation results on \textit{MisstepMath} show that, compared with baseline models, MisEdu-RAG improves token-F1 by 10.95% and yields up to 15.3% higher five-dimension response quality, with the largest gains on \textit{Diversity} and \textit{Empowerment}. To verify its applicability in practical use, we further conduct a pilot study through a questionnaire survey of 221 teachers and interviews with 6 novices. The findings suggest that MisEdu-RAG provides diagnosis results and concrete teaching moves for high-demand misconception scenarios. Overall, MisEdu-RAG demonstrates strong potential for scalable teacher training and AI-assisted instruction for misconception handling. Our code is available on GitHub: https://github.com/GEMLab-HKU/MisEdu-RAG.