arXiv subjects

Joyce Horn Fonteles

Publications and source records attributed to Joyce Horn Fonteles.

2 recordsLinked to original sources

arXiv2026

A Theory of Adaptive Scaffolding for LLM-Based Pedagogical Agents

Large language models (LLMs) present new opportunities for creating pedagogical agents that engage in meaningful dialogue to support student learning. However, current LLM systems used in classrooms often lack the solid theoretical foundations found in earlier intelligent tutoring systems. To bridge this gap, we propose a framework that combines Evidence-Centered Design with Social Cognitive Theory and Zone of Proximal Development for adaptive scaffolding in LLM-based agents focused on STEM+C learning. We instantiate this framework with Inquizzitor, an LLM-based formative assessment agent that integrates human-AI hybrid intelligence and provides feedback grounded in cognitive science principles. Our findings show that Inquizzitor delivers high-quality assessment and interaction aligned with core learning theories, offering effective guidance that students value. This research demonstrates the potential for theory-driven LLM integration in education, highlighting the ability of these systems to provide adaptive and principled instruction.

cs.CL↗

arXiv2025

Multimodal Methods for Analyzing Learning and Training Environments: A Systematic Literature Review

Recent technological advancements in multimodal machine learning--including the rise of large language models (LLMs)--have improved our ability to collect, process, and analyze diverse multimodal data such as speech, video, and eye gaze in learning and training contexts. While prior reviews have addressed individual components of the multimodal pipeline (e.g., conceptual models, data fusion), a comprehensive review of empirical methods in applied multimodal environments remains notably absent. This review addresses that, introducing a taxonomy and framework that capture both established practices and recent innovations driven by LLMs and generative AI. We identify five modality groups: Natural Language, Vision, Physiological Signals, Human-Centered Evidence, and Environment Logs. Our analysis reveals that integrating modalities enables richer insights into learner and trainee behaviors, revealing latent patterns often overlooked by unimodal approaches. However, persistent challenges in multimodal data collection and integration continue to hinder the adoption of these systems in real-time classroom settings.

cs.LG↗