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Joyce Gill

Publications and source records attributed to Joyce Gill.

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Adversarial Review: Structured Disagreement for Grounded Agentic Code Review

Early multi-agent LLM systems often used role-separated teams, yet scaling agent count yields diminishing returns on repository-level coding tasks. Recent alternatives treat agents as passive tools (subagents), yet this removes the benefits of agent interaction entirely. We study whether a subagent paradigm can support a middle ground: minimal agentic cooperation without the overhead of large multi-agent teams. We introduce Adversarial Review (AR), a minimal cooperative code-review protocol in which a main coding agent works with a reviewer and a critic agent. The reviewer evaluates code, while the critic audits the review through structured disagreement before the main agent edits. On LiveCodeBench, AR achieves the highest pass rate among tested methods, outperforming a five-agent baseline while using only three agents. On SWE-PRBench, naive AR exposes a false-consensus failure mode, where agents converge on agreement without sufficient evidence, but a single prompt iteration that adds disagreement explicitly achieves the highest F1 among tested methods. On SWE-bench Verified, AR also shows improvements over the baselines on repository-level coding tasks. Together, AR demonstrates that cooperative code review does not require many agents or complex communication structures: it requires that disagreement be minimal, structured, and evidence-grounded.

cs.AI

Voting Protocols as Coordination Mechanisms for Role-Constrained Multi-Agent Tutoring Systems

Agentic tutoring systems introduce a coordination challenge: multiple agents may propose different but reasonable interventions, yet only one response can be delivered to the learner. In this paper, we study how voting protocols shape cooperation among four role-constrained pedagogical agents responsible for scaffolding, misconception, motivation, and metacognition. We compare four voting protocols -- simple, ranked, cumulative, and approval voting -- across two simulated tutoring environments on SciQ and HumanEval benchmarks. Rather than using voting as a simple aggregation step, we use it to analyze how collective decision rules shape coordination under partial pedagogical conflict. Across 1,200 simulated interactions, we find that agent deliberation and voting protocol type frequently change which response ultimately wins, showing that both meaningfully shape the collective decision. Different voting rules also produce distinct coordination behaviors, and even brief tutoring turns show measurable learning gains in simulated students. Overall, we show that protocol choice is associated with distinct coordination patterns among role-specialized pedagogical agents.

cs.MA