Pamela J. Osborn Popp

Clayton Cohn, Surya Rayala, Siyuan Guo et al.

LLM pedagogical agents are proliferating, yet recent findings have raised questions about their adherence to established theories of learning and, by extension, their educational value. Concerns regarding cognitive offloading, over-reliance, and "gaming" behaviors persist and remain largely unaddressed. In response, we developed Copa, an agentic, multi-agent, multimodal Collaborative Peer Agent for STEM+C learning. Copa is built on top of the Evidence-Decision-Feedback (EDF) framework, grounding its interactions in Social Cognitive Theory and Social Constructivism and promoting sense-making through adaptive, dialogic support rather than answer-seeking. In an authentic high school computational-modeling study (n=33 dyads), we demonstrate that Copa (1) supports students' confidence building and ability to verbalize conceptual understanding without causing dependence; and (2) provides adaptive feedback personalized to learners that is interpretable with respect to students' multimodal input data. These findings position theory-guided, multimodal LLM agents as a promising path toward classroom AI integration that amplifies students' reasoning rather than replacing it.

Clayton Cohn, Siyuan Guo, Surya Rayala et al.

Multi-agent LLM architectures offer opportunities for pedagogical agents to help students construct domain knowledge and develop critical-thinking skills, yet many operate on a "one-size-fits-all" basis, limiting their ability to provide personalized support. To address this, we introduce Evidence-Decision-Feedback (EDF), a theoretical framework for adaptive scaffolding using LLMs. EDF integrates elements of intelligent tutoring systems and agentic behavior by organizing interactions around evidentiary inference, pedagogical decision-making, and adaptive feedback. We instantiate EDF through Copa, an agentic collaborative peer agent for STEM+C problem-solving. In an authentic high school classroom study, we show that EDF-guided interactions align feedback with students' demonstrated understanding and task mastery; promote gradual scaffold fading; and support interpretable, evidence-grounded explanations without fostering overreliance.