Simulating Students' Java Programming Errors with Large Language Models

Despite strong performance in competitive programming, the role of Large Language Models (LLMs) in supporting human learning in the same setting remains largely unexplored. In this work, we introduce UOJ-Bench, a benchmark designed to evaluate not only the problem-solving ability of LLMs, but also their ability to identify errors in human-written code -- a crucial educational activity traditionally supported by running test cases over online judge systems. UOJ-Bench consists of three distinct tasks: code generation, code hacking, and code repair, all constructed from real-world code submissions on the Universal Online Judge (UOJ) and evaluated through UOJ's native judging infrastructure. Our results show that under one-shot evaluation, even the strongest models fail to identify errors in more than 50% of a set of submissions that have been found to be incorrect by UOJ users. While test-time scaling improves success rates to above 90%, the substantial computational costs incurred from model inference limit its practicality for large-scale deployment. Despite these limitations, we find that the best-performing models under test-time scaling can uncover errors in over 5% of full-score submissions across roughly 30 problems, suggesting that frontier LLMs can already provide complementary signals beyond standard judging systems.

Personalized tutoring, teacher training, and education research need access to \emph{targeted} synthetic misconceptions, but privacy and IRB constraints make labelled corpora of real student errors scarce. LLMs could in principle generate synthetic errors at scale, but producing an arbitrary wrong answer is easy for a modern LLM while producing one that matches a specified cognitive failure mode is much harder. We present a framework that generates errors targeted to a five-class taxonomy adapted from the revised Bloom's taxonomy, evaluated on questions from the TheoremQA dataset. A Generation Agent (GA) drafts a candidate erroneous solution conditioned on a target class, and an Examination Agent (EA) judges whether the draft is incorrect and class-consistent. The framework yields a reusable recipe for building class-stratified synthetic error datasets where authentic student corpora are unavailable. As a secondary diagnostic, targeted error generation is substantially harder than free-form incorrect-answer generation, and answer-grounding contributes more than expanded examples or external textbook content.

Large language models (LLMs) can fluently generate student-like responses, making them attractive as simulated students for training and evaluating AI tutors and human educators. Yet such simulators are typically evaluated by output similarity to real students, not by whether they behave like students with coherent misconceptions during interaction. We introduce a controlled framework for evaluating misconception faithfulness, whether a simulator maintains a misconception-driven belief state and updates selectively when feedback addresses the underlying misconception. Central to our framework is a misconception-contrastive feedback protocol that compares targeted feedback against two controls: misaligned feedback (targeting a different but plausible misconception) and generic feedback (only identifying answer is wrong). We propose Selective Flip Score (SFS), which quantifies how much more often a simulator flips its answer under targeted feedback than under contrastive controls. Across seven LLMs (4B-120B), multiple datasets, and prompting strategies, simulators exhibit near-zero SFS, correcting their answers at similarly high rates regardless of feedback relevance. Further analyses reveal a sycophantic failure mode: models behave less like students with misconceptions but more like problem-solvers who treat any corrective signal as a cue to abandon the simulated belief and re-solve from internal knowledge. To address this, we develop a post-training pipeline spanning supervised fine-tuning (SFT), preference optimization, and reinforcement learning (RL) with an SFS-aligned reward; SFT yields notable gains up to +0.56, and SFS-aligned RL provides more consistent improvements than preference optimization. Our results establish misconception faithfulness as a challenging yet trainable property, motivating a shift from static output matching toward interactive, belief-aware student modeling.