Do LLM Tutors Actually Teach? A Process-Centered Synthesis of the Tutoring Loop
Large language models can produce fluent tu- toring dialogue, but whether they actually help students learn remains unclear. We present a process-centered synthesis of LLM tutoring that follows the path from learner-state infer- ence to pedagogical action, tutor training, eval- uation, and student simulation. This view ex- poses a central gap: implementing a tutoring component does not establish that it works or that its outputs meaningfully affect later stages. A structured study-level audit shows that peda- gogical evaluation is common, while evidence becomes much thinner for learner-conditioned intervention, human learning gains, and espe- cially transfer or delayed retention. Human st...
| Authors | Sayantan Adak, Rima Hazra, Koyel Mukherjee et al. |
|---|---|
| Primary category | cs.CL |
| Published | 11 October 2026 |
| Last updated at source | 11 October 2026 |
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