Enabling Multi-Agent Systems as Learning Designers: Applying Learning Sciences to AI Instructional Design
Fuente:
arXiv
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Preprint |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online-Zugang: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1866911117321699328 |
|---|---|
| author | Wang, Jiayi Xiao, Ruiwei Hou, Xinying Stamper, John |
| author_facet | Wang, Jiayi Xiao, Ruiwei Hou, Xinying Stamper, John |
| contents | K-12 educators are increasingly using Large Language Models (LLMs) to create instructional materials. These systems excel at producing fluent, coherent content, but often lack support for high-quality teaching. The reason is twofold: first, commercial LLMs, such as ChatGPT and Gemini which are among the most widely accessible to teachers, do not come preloaded with the depth of pedagogical theory needed to design truly effective activities; second, although sophisticated prompt engineering can bridge this gap, most teachers lack the time or expertise and find it difficult to encode such pedagogical nuance into their requests. This study shifts pedagogical expertise from the user's prompt to the LLM's internal architecture. We embed the well-established Knowledge-Learning-Instruction (KLI) framework into a Multi-Agent System (MAS) to act as a sophisticated instructional designer. We tested three systems for generating secondary Math and Science learning activities: a Single-Agent baseline simulating typical teacher prompts; a role-based MAS where agents work sequentially; and a collaborative MAS-CMD where agents co-construct activities through conquer and merge discussion. The generated materials were evaluated by 20 practicing teachers and a complementary LLM-as-a-judge system using the Quality Matters (QM) K-12 standards. While the rubric scores showed only small, often statistically insignificant differences between the systems, the qualitative feedback from educators painted a clear and compelling picture. Teachers strongly preferred the activities from the collaborative MAS-CMD, describing them as significantly more creative, contextually relevant, and classroom-ready. Our findings show that embedding pedagogical principles into LLM systems offers a scalable path for creating high-quality educational content. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_16659 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Enabling Multi-Agent Systems as Learning Designers: Applying Learning Sciences to AI Instructional Design Wang, Jiayi Xiao, Ruiwei Hou, Xinying Stamper, John Computers and Society Artificial Intelligence Human-Computer Interaction K-12 educators are increasingly using Large Language Models (LLMs) to create instructional materials. These systems excel at producing fluent, coherent content, but often lack support for high-quality teaching. The reason is twofold: first, commercial LLMs, such as ChatGPT and Gemini which are among the most widely accessible to teachers, do not come preloaded with the depth of pedagogical theory needed to design truly effective activities; second, although sophisticated prompt engineering can bridge this gap, most teachers lack the time or expertise and find it difficult to encode such pedagogical nuance into their requests. This study shifts pedagogical expertise from the user's prompt to the LLM's internal architecture. We embed the well-established Knowledge-Learning-Instruction (KLI) framework into a Multi-Agent System (MAS) to act as a sophisticated instructional designer. We tested three systems for generating secondary Math and Science learning activities: a Single-Agent baseline simulating typical teacher prompts; a role-based MAS where agents work sequentially; and a collaborative MAS-CMD where agents co-construct activities through conquer and merge discussion. The generated materials were evaluated by 20 practicing teachers and a complementary LLM-as-a-judge system using the Quality Matters (QM) K-12 standards. While the rubric scores showed only small, often statistically insignificant differences between the systems, the qualitative feedback from educators painted a clear and compelling picture. Teachers strongly preferred the activities from the collaborative MAS-CMD, describing them as significantly more creative, contextually relevant, and classroom-ready. Our findings show that embedding pedagogical principles into LLM systems offers a scalable path for creating high-quality educational content. |
| title | Enabling Multi-Agent Systems as Learning Designers: Applying Learning Sciences to AI Instructional Design |
| topic | Computers and Society Artificial Intelligence Human-Computer Interaction |
| url | https://arxiv.org/abs/2508.16659 |