Cover Image

Leveraging LLMs to Assess Tutor Moves in Real-Life Dialogues: A Feasibility Study

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Thomas, Danielle R., Borchers, Conrad, Lin, Jionghao, Kakarla, Sanjit, Bhushan, Shambhavi, Gatz, Erin, Gupta, Shivang, Abboud, Ralph, Koedinger, Kenneth R.
Format:	Preprint
Published:	2025
Subjects:	Computation and Language Computers and Society
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Do Tutors Learn from Equity Training and Can Generative AI Assess It?
by: Thomas, Danielle R., et al.
Published: (2024)

Comparing Few-Shot Prompting of GPT-4 LLMs with BERT Classifiers for Open-Response Assessment in Tutor Equity Training
by: Kakarla, Sanjit, et al.
Published: (2025)

LLM-Generated Feedback Supports Learning If Learners Choose to Use It
by: Thomas, Danielle R., et al.
Published: (2025)

Using Large Language Models to Assess Tutors' Performance in Reacting to Students Making Math Errors
by: Kakarla, Sanjit, et al.
Published: (2024)

Detecting LLM-Generated Short Answers and Effects on Learner Performance
by: Bhushan, Shambhavi, et al.
Published: (2025)

Does Multiple Choice Have a Future in the Age of Generative AI? A Posttest-only RCT
by: Thomas, Danielle R., et al.
Published: (2024)

Augmenting Human-Annotated Training Data with Large Language Model Generation and Distillation in Open-Response Assessment
by: Borchers, Conrad, et al.
Published: (2025)

Improving Assessment of Tutoring Practices using Retrieval-Augmented Generation
by: Han, Zifei FeiFei, et al.
Published: (2024)

VTutor for High-Impact Tutoring at Scale: Managing Engagement and Real-Time Multi-Screen Monitoring with P2P Connections
by: Chen, Eason, et al.
Published: (2025)

Toward Automated Qualitative Analysis: Leveraging Large Language Models for Tutoring Dialogue Evaluation
by: Gu, Megan, et al.
Published: (2025)

Beyond Agreement: Rethinking Ground Truth in Educational AI Annotation
by: Thomas, Danielle R., et al.
Published: (2025)

Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning
by: Borchers, Conrad, et al.
Published: (2026)

Leveraging Large Language Models for Identifying Knowledge Components
by: Wang, Canwen, et al.
Published: (2025)

How Can I Get It Right? Using GPT to Rephrase Incorrect Trainee Responses
by: Lin, Jionghao, et al.
Published: (2024)

Improving Hybrid Human-AI Tutoring by Differentiating Human Tutor Roles Based on Student Needs
by: Gurung, Ashish, et al.
Published: (2026)

GPTutor: Great Personalized Tutor with Large Language Models for Personalized Learning Content Generation
by: Chen, Eason, et al.
Published: (2024)

Starting Seatwork Earlier as a Valid Measure of Student Engagement
by: Gurung, Ashish, et al.
Published: (2025)

Combining Large Language Models with Tutoring System Intelligence: A Case Study in Caregiver Homework Support
by: Venugopalan, Devika, et al.
Published: (2024)

Improving Automated Feedback Systems for Tutor Training in Low-Resource Scenarios through Data Augmentation
by: Xu, Chentianye, et al.
Published: (2025)

An Integrated Platform for Studying Learning with Intelligent Tutoring Systems: CTAT+TutorShop
by: Aleven, Vincent, et al.
Published: (2025)

Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems
by: Lyu, Qianru, et al.
Published: (2026)

Modernizing Ground Truth: Four Shifts Toward Improving Reliability and Validity in AI in Education
by: Thomas, Danielle R., et al.
Published: (2026)

3DG: A Framework for Using Generative AI for Handling Sparse Learner Performance Data From Intelligent Tutoring Systems
by: Zhang, Liang, et al.
Published: (2024)

Can Large Language Models Match Tutoring System Adaptivity? A Benchmarking Study
by: Borchers, Conrad, et al.
Published: (2025)

Does the TalkMoves Codebook Generalize to One-on-One Tutoring and Multimodal Interaction?
by: Focsan, Corina Luca, et al.
Published: (2026)

Million Tutoring Moves (MTM): An Open Multimodal Dataset for the Science of Tutoring
by: Kizilcec, René, et al.
Published: (2026)

Misconception Diagnosis From Student-Tutor Dialogue: Generate, Retrieve, Rerank
by: Mitton, Joshua, et al.
Published: (2026)

AI Knows Best? The Paradox of Expertise, AI-Reliance, and Performance in Educational Tutoring Decision-Making Tasks
by: Chen, Eason, et al.
Published: (2025)

Enhancing the De-identification of Personally Identifiable Information in Educational Data
by: Ji, Zilyu, et al.
Published: (2025)

LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback
by: Zhao, Chloe Qianhui, et al.
Published: (2026)

Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning
by: Cao, Jie, et al.
Published: (2026)

SlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions
by: Zhao, Chloe Qianhui, et al.
Published: (2025)

Physiological and Semantic Patterns in Medical Teams Using an Intelligent Tutoring System
by: Huang, Xiaoshan, et al.
Published: (2026)

How Can I Improve? Using GPT to Highlight the Desired and Undesired Parts of Open-ended Responses
by: Lin, Jionghao, et al.
Published: (2024)

How Learner Control and Explainable Learning Analytics on Skill Mastery Shape Student Desires to Finish and Avoid Loss in Tutored Practice
by: Borchers, Conrad, et al.
Published: (2024)

AI2T: Building Trustable AI Tutors by Interactively Teaching a Self-Aware Learning Agent
by: Weitekamp, Daniel, et al.
Published: (2024)

Comparing RAG and GraphRAG for Page-Level Retrieval Question Answering on Math Textbook
by: Chen, Eason, et al.
Published: (2025)

Predicting Learning Performance with Large Language Models: A Study in Adult Literacy
by: Zhang, Liang, et al.
Published: (2024)

Combining Log Data and Collaborative Dialogue Features to Predict Project Quality in Middle School AI Education
by: Borchers, Conrad, et al.
Published: (2025)

From Heuristics to Analytics: Forecasting Effort and Progress in Online Learning
by: Qiu, Eric S., et al.
Published: (2026)