An Educator-Guided LLM Pedagogical Agent for Scaffolded Feedback in Conceptual Database Design

Entity-Relationship Diagrams (ERDs) are central to conceptual database design, yet they are typically available only as rendered images rather than machine-readable schemas, limiting AI-assisted database engineering. We introduce ERUnderstand, the first large-scale benchmark for structured understanding of ER diagrams, comprising 2,960 diagrams collected from curated educational sources, real-world schemas, and synthetically generated examples spanning diverse domains, notations, complexity levels, and Extended Entity-Relationship (EER) constructs. Each diagram is paired with a standardized machine-readable representation for fine-grained evaluation of schema elements. Evaluating state-of-the-art Vision-Language Models (VLMs), we find that while common ERD elements are recovered reliably (F1 > 0.74), performance drops sharply on weak entities (as low as 0.28 F1), multivalued attributes (0.14 F1), and N-ary relationships (0.07 F1). Reasoning-augmented models improve overall performance by 15-25% but remain sensitive to linguistic priors and increasing diagram complexity. ERUnderstand provides a standardized benchmark for evaluating multimodal understanding of conceptual database schemas. The benchmark, dataset, evaluation toolkit, and generation code are publicly available at https://github.com/salinaria/ERUnderstand.

Although large language models (LLMs) show promise for generating educational feedback, it remains unclear how feedback should be designed (e.g., tone and coverage) to support answer revision and learner evaluations across learner profiles. We define six feedback designs for multiple-choice biology questions, including a baseline design and five variants with additional feedback elements, and conduct an empirical study with 321 high school students. We evaluate feedback using immediate revision performance and six subjective evaluation criteria, and analyze differences in subjective evaluations across learner profiles based on personality traits. Our results show that presenting task-relevant information clearly is associated with better immediate revision performance and is favorably evaluated across learner profiles, while we observe descriptive differences in evaluation patterns, particularly for informational novelty and affective framing. These findings support further investigation of personalized LLM feedback design.

This article analyzes the use of Large Language Models (LLMs) as support for the conceptual modeling of relational databases through the automatic generation of Entity-Relationship (ER) diagrams from natural language requirements. The approach combines different language models with prompt engineering techniques to evaluate their ability to identify entities, relationships, and attributes in a conceptually consistent manner. The experimental evaluation involved three LLMs, each subjected to three prompting techniques (Zero-Shot, Chain of Thought, and Chain of Thought + Verifier), applied to the same requirements scenario with progressively increasing complexity. The generated diagrams were qualitatively analyzed through direct comparison with the textual requirements, considering the structural and semantic adherence of the modeled elements. The results indicate that, although LLMs show reasonable performance in less complex scenarios, their reliability decreases as the complexity of the requirements increases, with a rise in inconsistencies, ambiguities, and failures in representing constraints. These findings reinforce that, in their current state, LLMs are not sufficiently mature for reliable use in complex scenarios, and the cost of validation may offset the apparent productivity gains.