Ao Yu

Lan Luo, Anqi Wang, Muzhi Zhou et al.

Parent child tutoring is a collaborative learning setting with asymmetric roles, where parents guide children s problem solving while children engage in understanding and reasoning. However, most LLM based learning systems are designed for either single users or symmetric collaboration, leaving parent child tutoring with distinct instructional roles underexplored. Through a formative study, we find that effective parent child tutoring depends on preserving these distinct roles, with parents guiding the learning process and children remaining actively engaged in reasoning. We also identify recurring challenges when parents struggle to understand problem structure, lack sufficient knowledge to provide support, or encounter communication difficulties that disrupt shared understanding. To address these challenges, we present ParaTutor, a scaffolding system that provides different forms of support to parents and children. ParaTutor supports parents with guidance for tutoring and provides children with visual grounding for problem solving. We evaluate ParaTutor with 23 parent child dyads (children aged 10 to 12) under four tutoring conditions that vary how LLM assistance is delivered. Results show that generic LLM assistance tends to reduce the parent s role in tutoring, whereas ParaTutor better preserves parent led support and sustains children s participation in reasoning. These findings suggest that in multi users learning, the value of LLM support depends not only on model capability but also on how support is distributed across users with different roles. Our work contributes design implications for LLM systems that support family learning.

Weibo Gao, Qi Liu, Linan Yue et al.

Large-scale learner-task interaction data are crucial for intelligent educational systems but are costly to collect and constrained by privacy and learner engagement. Learner simulators play a critical role in simulating scalable learner behavior without the need for continuous involvement of real learners. However, existing methods are predominantly \textbf{individual-centric}, pairing a simulator with each learner to iteratively infer latent knowledge states from dense interaction histories, which is both data- and computation-intensive, and fragile in cold-start scenarios. We propose a \textbf{cohort-aware roll-call simulation paradigm} that first constructs cohort-level proficiency priors and refines individual learner states through a small number of targeted diagnostic queries. Based on this paradigm, we introduce \textbf{Edu-Theater}, an LLM-powered agent system that performs cohort-aware learner simulation via a teacher agent and retrospective roll-call probing over learner logs. Edu-Theater enables scalable future behavior simulation without the need for dense per-learner histories. Experiments on two real-world datasets demonstrate that Edu-Theater achieves higher simulation accuracy with significantly fewer LLM calls, producing synthetic data that enhances downstream applications such as adaptive testing.