While Large Language Models (LLMs) can provide personalized support in learning, several studies have raised concerns regarding their use in education. Importantly, learning depends on how students engage with LLMs. This study examined how two types of LLM-based tutors shape students' prompting practices, learning, and subsequent LLM-use: a Socratic-Guidance (SG) tutor, which structures interaction through dialogic questioning, and a Prompt-Refinement (PR) tutor that guides the formulation of effective prompts. We conducted a two-phase study in a graduate-level mobile robotics course: 66 students used either the SG or PR tutor during a 6-week intervention, followed by 52 students using an unconstrained LLM during a 3-week course project. Results show that while the SG- and PR tutors led to similar task performance and prompting patterns during guided use, they differ in learning outcomes and later LLM-use. SG-students, relative to PR-student, achieved higher learning gains in later sessions, and were more likely to adopt understanding-driven prompting strategies, which are predictive of higher understanding, when using an unconstrained LLM. Although learners perceived the SG tutor as less efficient, the findings suggest that Socratic guidance supports the development of students' capacity to learn with LLMs over time, highlighting its importance for LLM tutor design.
Large language models (LLMs) deployed in educational settings often behave as direct answerers: they disclose target concepts in the opening turn instead of guiding students through progressive inquiry, as Socratic pedagogy prescribes. We present HeuristicEdu, a two-phase pipeline that aligns Qwen2.5-7B toward Socratic tutoring via supervised warm-up and Group Relative Policy Optimization (GRPO). Training uses SocraticEdu, 797 multi-turn Chinese children's science dialogues reconstructed from a live platform, with a heuristic reward over cognitive depth (R_cog), curiosity engagement (R_eng), and directness (R_dir), together with a K_query correction for student-introduced terms. We introduce Scaffolding Effectiveness (SE) and Conversation Depth (CD) to evaluate outcomes beyond surface fluency. On 30 held-out questions, the best GRPO variant improves SE from 30.0% to 63.3% and lowers keyword leakage from 30.0% to 13.3%. Notably, this best variant omits the directness penalty during optimization, suggesting that explicit anti-leakage terms can conflict with gradient-based behavioral alignment. An unaligned Qwen-72B baseline reaches 0% SE and 96.7% leakage, showing that scale alone does not induce Socratic behavior.
Large language models (LLMs) are increasingly entering students' learning practices, but their educational value depends on whether they support reasoning or enable task completion without engagement. This study examines guided LLM use in an undergraduate Probability and Statistics course, focusing on the gap between assigned access and actual interaction quality. In a four-week quasi-experimental summer program, students were organized into three balanced conditions: no LLM access, unrestricted LLM access, and guided LLM access. The guided condition used the same LLM platform as the unrestricted condition, but students received explicit training and rules promoting reasoning-focused help-seeking, stepwise hints, verification, and ethical use. All quizzes and the delayed final exam were completed without LLM or external assistance, allowing us to distinguish AI-supported practice performance from independent learning. Results show that guided use was associated with clearer learning-oriented interaction patterns than unrestricted access, especially in prioritizing reasoning over final answers and requesting stepwise support. Guided-LLM students showed stronger no-help quiz performance during the intervention phase, whereas unrestricted access appeared more useful for assisted practice completion than for consistently improving independent performance. Available time measures did not support a simple duration-based explanation, and self-assessment calibration suggested better alignment between perceived and demonstrated understanding in the Guided-LLM condition. Overall, LLM access alone appears to be an incomplete educational intervention. For Artificial Intelligence in Education (AIED), the central design challenge is to scaffold how students use LLMs so that these systems function as partners in reasoning rather than answer-getting tools.
Mohammad Amanlou, Yasaman Amou-Jafari, Mehrad Livian +3
Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum. Unlike formal online learning systems, these interactions carry no prior record of the student, so any estimate of what the student already knows must be inferred from the dialogue itself. We show that this gap is not closed by scaling models alone. Frontier and education-tuned LLMs perform poorly when asked to tutor a student over an extended session, because doing so requires three things at once. The tutor must sequence a curriculum, conduct Socratic dialogue, and infer the student's knowledge state from that dialogue. We propose separating these responsibilities. Given a student query, our system constructs a prerequisite knowledge graph in which subtopics are nodes and dependencies are edges, and frames tutoring as deciding which node to teach next and how many dialogue turns to spend on it before moving on. A lightweight PPO policy handles this sequencing decision, while an LLM conducts the Socratic exchange at the chosen node and returns a signal of student progress. Across held-out STEM and non-STEM topics, our PPO-paired tutor outperforms heuristic baselines, frontier general-purpose models, and a model specialised for Socratic dialogue: on both the rate at which students reach full curriculum mastery and the number of turns required. Explicit curriculum structure delivers gains that scaling the underlying model does not.