arXiv subjects

Tahreem Yasir

Publications and source records attributed to Tahreem Yasir.

7 recordsLinked to original sources

arXiv2026

Correct Diagnosis, Better Feedback: A Symbolic-Verifier for Faithful LLM Tutoring Feedback in Logic Proofs

Effective LLM tutoring depends on correctly identifying the specific error in a student's reasoning before generating feedback. We study this problem in propositional-logic proof tutoring, where student actions can be checked against formal inference rules. We introduce a verifier-grounded architecture that separates diagnosis from language generation. Using 600 balanced student actions, we compare a zero-shot LLM detector, a fine-tuned detector, and a symbolic verifier. Each diagnosis is processed by shared rationale and feedback agents, isolating the effect of the initial diagnosis. The zero-shot detector achieves a macro-F1 of 0.191; fine-tuning raises this to 0.709 but retains systematic errors between structurally related classes. Rationales generally preserve the diagnosis supplied to them, showing that an incorrect diagnosis can be faithfully propagated through the pipeline. Feedback can likewise remain faithful to its rationale, non-revealing, and pedagogically appropriate while addressing the wrong error. Verifier-grounded feedback achieves the highest diagnostic correctness, and expert ratings largely uneven with the automatic feedback evaluations. These findings show that apparent feedback quality can conceal upstream diagnostic errors and that faithfulness must be evaluated separately from correctness. Our code is publicly available

cs.CL↗

arXiv2026

Confirming Correct, Missing the Rest: LLM Tutoring Agents Struggle Where Feedback Matters Most

Effective tutoring requires distinguishing optimal, valid but suboptimal, and incorrect student solutions, a distinction central to intelligent tutoring systems (ITS) but untested for LLM-based tutors. As LLMs are increasingly explored as conversational complements to ITS, evaluating their diagnostic precision is essential. We present a benchmark of seven LLM feedback agents in propositional logic using knowledge-graph-derived ground truth across 10,836 solution--feedback pairs and three feedback conditions. Models achieved near-ceiling performance on optimal steps but systematically over-rejected valid but suboptimal reasoning and over-validated incorrect solutions, precisely where adaptive tutoring matters most. These failures persisted across models regardless of solution context, suggesting architectural rather than informational limits. Moreover, accurate diagnosis did not reliably produce pedagogically actionable feedback, revealing a gap between diagnostic judgment and instructional effectiveness. Our findings suggest that LLMs are better suited for hybrid architectures where KG-grounded models handle diagnosis while LLMs support open-ended scaffolding and dialogue.

cs.AI↗

arXiv2026

When Verification Hurts: Asymmetric Effects of Multi-Agent Feedback in Logic Proof Tutoring

Large language models (LLMs) are increasingly used for automated tutoring, but their reliability in structured symbolic domains remains unclear. We study step-level feedback for propositional logic proofs, which require precise symbolic reasoning aligned with a learner's current proof state. We introduce a knowledge-graph-grounded benchmark of 516 unique proof states with step-level annotations and difficulty metrics. Unlike prior tutoring evaluations that rely on model self-assessment or binary correctness, our framework enables fine-grained analysis of feedback quality against verified solution paths. We evaluate three role-specialized pipelines with varying solution access: Tutor (partial solution access), Teacher (full derivation access), and Judge (verification of Tutor feedback). Our results reveal a striking asymmetry: verification improves outcomes when upstream feedback is error-prone (<70% accuracy), but degrades performance by 4-6 percentage points through over-specification when feedback is already reliable (>85%). Critically, we identify a shared complexity ceiling; no model or pipeline reliably succeeds on proof states exceeding complexity 4-5. These findings challenge the assumption that adding verifiers or richer context universally improves tutoring, motivating adaptive, difficulty-aware architectures that route problems by estimated complexity and upstream reliability.

cs.AI↗

arXiv2026

Data-Driven Hints in Intelligent Tutoring Systems

This chapter explores the evolution of data-driven hint generation for intelligent tutoring systems (ITS). The Hint Factory and Interaction Networks have enabled the generation of next-step hints, waypoints, and strategic subgoals from historical student data. Data-driven techniques have also enabled systems to find the right time to provide hints. We explore further potential data-driven adaptations for problem solving based on behavioral problem solving data and the integration of Large Language Models (LLMs).

cs.AI↗

arXiv2026

Exploring Teacher-Chatbot Interaction and Affect in Block-Based Programming

AI-based chatbots have the potential to accelerate learning and teaching, but may also have counterproductive consequences without thoughtful design and scaffolding. To better understand teachers' perspectives on large language model (LLM)-based chatbots, we conducted a study with 11 teams of middle school teachers using chatbots for a science and computational thinking activity within a block-based programming environment. Based on a qualitative analysis of audio transcripts and chatbot interactions, we propose three profiles: explorer, frustrated, and mixed, that reflect diverse scaffolding needs. In their discussions, we found that teachers perceived chatbot benefits such as building prompting skills and self-confidence alongside risks including potential declines in learning and critical thinking. Key design recommendations include scaffolding the introduction to chatbots, facilitating teacher control of chatbot features, and suggesting when and how chatbots should be used. Our contribution informs the design of chatbots to support teachers and learners in middle school coding activities.

cs.CY↗

arXiv2026

Adaptive Scaffolding for Cognitive Engagement in an Intelligent Tutoring System

The ICAP framework defines four cognitive engagement levels: Passive, Active, Constructive, and Interactive, where increased cognitive engagement can yield improved learning. However, personalizing learning activities that elicit the optimal level of cognitive engagement remains a key challenge in intelligent tutoring systems (ITS). In this work, we develop and evaluate a system that adaptively scaffolds cognitive engagement by dynamically selecting worked examples in two different ICAP modes: (active) Guided examples and (constructive) Buggy examples. We compare Bayesian Knowledge Tracing (BKT) and Deep Reinforcement Learning (DRL) as adaptive methods against a non-adaptive baseline method for selecting example type in a logic ITS. Our experiment with 113 students demonstrates that both adaptive policies significantly improved student performance on test problems. BKT yielded the largest improvement in posttest scores for low prior knowledge students, helping them catch up with their high prior knowledge peers, whereas DRL yielded significantly higher posttest scores among high prior knowledge students. This paper contributes new insights into the complex interactions of cognitive engagement and adaptivity and their results on learning outcomes.

cs.AI↗

arXiv2026

SafeTalkCoach: Diversity-Driven Multi-Agent Simulation for Parent-Teen Health Conversations

The importance of effective parent-child communication about sexual health is widely acknowledged, but real-world data on these conversations is scarce and challenging to collect, due to their private and sensitive nature. Although LLMs have been widely adopted in dialogue generation, they may deviate from best practices and frequently lack realism and diversity. We introduce SafeTalkCoach, a diversity-driven multi-agent dialogue generation framework that simulates parent-child conversations about sexual health, and present an accompanying dataset. SafeTalkCoach integrates crowd-sourced and synthesized scenarios, established sexual health guidelines, evidence-based personas, adaptive control modules, and hierarchical diversification. Through evaluations, we demonstrate that SafeTalkCoach generates diverse conversations while maintaining realism, communication quality, and controllability in practice. Our goal is that the SafeTalkCoach framework and the dataset support both AI research and health communications practices.

cs.CL↗