A didactical-driven teacher assistant for a dimensional modeling course

Educational chatbots powered by large language models (LLMs) show promising effects on learning outcomes, yet most systems delegate pedagogical decisions such as content selection and didactic structuring implicitly to the LLM, making tutoring strategies difficult to trace, evaluate, and reproduce. This paper presents a didactical-driven teacher assistant for a French-language university course on dimensional modelling, operating without commercial LLM budget or GPU infrastructure. The architecture formalises the instructor's pedagogical reasoning into deterministic modules that handle intent detection, concept linking, and didactic approach selection before any text is generated; the LLM...

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