Copertina

Improving Hybrid Human-AI Tutoring by Differentiating Human Tutor Roles Based on Student Needs

Fuente: arXiv

Salvato in:

Dettagli Bibliografici
Autori principali:	Gurung, Ashish, Gao, Ge, Gutterman, Jordan, Thomas, Danielle R., Gupta, Shivang, Branstetter, Lee, Brunskill, Emma, Aleven, Vincent, Koedinger, Kenneth R.
Natura:	Preprint
Pubblicazione:	2026
Soggetti:	Computers and Society
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Coasting Through Class: Learning Opportunity Loss from Practice Avoidance During Individual Seatwork
di: Gurung, Ashish, et al.
Pubblicazione: (2026)

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

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

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

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

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

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

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

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

Leveraging LLMs to Assess Tutor Moves in Real-Life Dialogues: A Feasibility Study
di: Thomas, Danielle R., et al.
Pubblicazione: (2025)

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

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

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

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

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

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

Efficacy of a Computer Tutor that Models Expert Human Tutors
di: Olney, Andrew M., et al.
Pubblicazione: (2025)

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

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

TRESTLE: A Model of Concept Formation in Structured Domains
di: MacLellan, Christopher J., et al.
Pubblicazione: (2024)

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

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

TutorGym: A Testbed for Evaluating AI Agents as Tutors and Students
di: Weitekamp, Daniel, et al.
Pubblicazione: (2025)

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

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

That's Not the Feedback I Need! -- Student Engagement with GenAI Feedback in the Tutor Kai
di: Jacobs, Sven, et al.
Pubblicazione: (2025)

Educators' Perceptions of Large Language Models as Tutors: Comparing Human and AI Tutors in a Blind Text-only Setting
di: Chowdhury, Sankalan Pal, et al.
Pubblicazione: (2025)

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

LeafTutor: An AI Agent for Programming Assignment Tutoring
di: Bochard, Madison, et al.
Pubblicazione: (2025)

Intelligent Tutors for Adult Learners: An Analysis of Needs and Challenges
di: Gupta, Adit, et al.
Pubblicazione: (2024)

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

SafeTutors: Benchmarking Pedagogical Safety in AI Tutoring Systems
di: Hazra, Rima, et al.
Pubblicazione: (2026)

Apprentice Tutor Builder: A Platform For Users to Create and Personalize Intelligent Tutors
di: Smith, Glen, et al.
Pubblicazione: (2024)

LeanTutor: Towards a Verified AI Mathematical Proof Tutor
di: Patel, Manooshree, et al.
Pubblicazione: (2025)

LeanTutor: Towards a Verified AI Mathematical Proof Tutor
di: Patel, Manooshree, et al.
Pubblicazione: (2026)

Designing AI Tutors for Interest-Based Learning: Insights from Human Instructors
di: Kulkarni, Abhishek, et al.
Pubblicazione: (2026)

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

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

Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation
di: Phung, Tung, et al.
Pubblicazione: (2023)

DeepTutor: Towards Agentic Personalized Tutoring
di: Zhao, Bingxi, et al.
Pubblicazione: (2026)