Organizations: Department of Computing, The Hong Kong Polytechnic University, Hong Kong SAR, China · JIUTIAN Team, China Mobile Research Institute, Beijing, China · School of Artificial Intelligence, Nankai University, Tianjin, China
Abstract
Effective programming education requires personalized instruction adapted to diverse learner backgrounds. However, while LLM-based multi-agent systems (MAS) excel at complex planning, existing planners often lack profile-grounding and pedagogical scaffolding, thereby undermining personalized programming learning. To fill in the gap, we first introduce \textbf{MAP-PPL} (\textbf{M}ulti-\textbf{A}gent \textbf{P}lans for \textbf{P}ersonalized \textbf{P}rogramming \textbf{L}earning), a profile-conditioned multi-agent planning dataset with 3{,}043 query--profile--plan instances from 1{,}730 Stack Overflow question groups and 2{,}738 learner profiles. Each plan specifies agents, subtasks, executable steps, and prerequisite dependencies. Then, we propose \textbf{PersonalPlan}, a two-stage MAS planner that first performs hierarchical SFT with separate LoRA adapters for profile-aware task decomposition and step dependency planning, then applies a Reward-Adaptive GRPO to encourage the model to generate executable, personalized, and pedagogically scaffolded plans. Extensive experiments on MAP-PPL comparing PersonalPlan against frontier LLMs, generic MAS frameworks, and agentic planners demonstrate its superiority. With only 8B and 32B variants, PersonalPlan achieves state-of-the-art plan executability, personalization, and pedagogical quality, effectively orchestrating MAS for agent-student interactions.
In orchestrated multi-agent systems, humans often struggle to manage plans due to their complexity and limited transparency. Existing approaches rely on outcome-level supervision, where users verify only final outputs without visibility into intermediate reasoning. We formalize a design space for human-LLM co-planning interactions along three axes: mode (semantic vs. structural), scope (global vs. targeted), and level (low vs. high-level edits). We realize it in AMBIPOM, a prototype supporting process-level supervision through both semantic and structural interactions. Through a user study, we characterize how users navigate this space, revealing hybrid workflows and effort-control-risk trade-offs; through a controlled benchmark, we analyze how LLMs revise plans under varying scope and revision strategies. Our findings yield design insights for more transparent, controllable, and effective human-AI co-planning. We release code and data at https://github.com/megagonlabs/ambipom.
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%.
Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners. However, existing educational agents have primarily focused on lecture content automation and simulations, which often fall short of modelling multimodal and embodied instructional methods tailored for the individual learner. To this end, we propose LectūraAgents - a multi-agent framework that enables personalized learning through end-to-end adaptive embodied teaching. At its core, LectūraAgents mirrors a professor-student relationship, in which a ProfessorAgent leads a collaborative team of specialized subordinate agents through research, planning, review, and embodied delivery of lecture contents that adapt to a learner's needs. The framework offers three main contributions: (1) a hierarchical multi-agent architecture for end-to-end personalized learning; (2) an adaptive embodied teaching mechanism, wherein the ProfessorAgent executes visible and pedagogically motivated teaching actions (e.g., handwrite, highlight, underline, etc.) over contents in a teaching environment; and (3) a Teaching Action-Speech Alignment (TASA) algorithm that employs salience-based heuristics and temporal semantic segmentation to generate coherent teaching action sequences aligned with learner profiles. We evaluate LectūraAgents on diverse courses at high school, undergraduate, and graduate levels using sample-specific rubric-based analysis; with generated lecture materials and teaching actions assessed and validated by expert educators. Experimental results show consistent gains in lecture content quality, embodied teaching quality, assessment, and personalization over existing approaches, positioning LectūraAgents as a pedagogically well-grounded framework for personalized learning at scale.