HFEPX · Eval paper review

Learning to Prompt: Improving Student Engagement with Adaptive LLM-based High-School Tutoring

Po-Chin Chang, Nicholas Hogan, Aske Plaat, Michiel T. van der Meer

Published

Jun 18, 2026

Citations

Trust level

Low

Usefulness score

0/100 (Low)

Extraction confidence

30% (Low)

Derived from extracted protocol signals and abstract evidence.

Rater population

Not reported

Signals refreshed

Aug 26, 2026

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Should you rely on this paper?

This paper is adjacent to HFEPX scope and is best used for background context, not as a primary protocol reference.

Use this as background context only. Do not make protocol decisions from this page alone.

Abstract-only analysis, low confidence

All signals on this page are inferred from the abstract only and may be inaccurate. Do not use this page as a primary protocol reference.

This paper looks adjacent to evaluation work, but not like a strong protocol reference.
The available metadata is too thin to trust this as a primary source.
The abstract does not clearly name benchmarks or metrics.

Best use

Background context only

Use if you need

A secondary eval reference to pair with stronger protocol papers.

What to verify

Read the full paper before copying any benchmark, metric, or protocol choices.

Main weakness

This paper looks adjacent to evaluation work, but not like a strong protocol reference.

Human feedback signal

Not explicit

Not explicit in abstract metadata

Evaluation signal

Detected

Eval setup described

Usefulness for eval research

0/100

Adjacent candidate

Treat as adjacent context, not a core eval-method reference.

If you are doing eval pipeline work, start here

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Abstract

LLMs can personalize education, although current static-prompt tutoring systems struggle to adapt to diverse academic disciplines. We develop and test a system with subject-aware prompting, based on 14 pedagogical features (e.g., tutor scaffolding, student understanding) extracted from raw transcripts. We first train a prompt routing model in a simulation environment, and then deploy it for online adaptation with actual high-school students. The simulation benchmark shows the router outperforming two static baselines ($0.694$ vs. $0.647$ and $0.64$, $p<0.001$). A/B testing ($N=656$ conversations from 359 students) shows sim-to-real transfer where the model switches from analytical to scaffolding learning strategies. Our adaptive prompt selection mechanism improves instructional efficiency, maintains pedagogical quality and reduces interactions by around 3 turns ($p=0.007$). While a greedy router achieves a comparable exercise conversion rate with the baseline ($19.1\%$ vs. $19.6\%$), a stochastic router that samples strategies leads to a higher conversion rate ($28.1\%$).

What we could verify

These are the protocol signals we could actually recover from the available paper metadata. Use them to decide whether this paper is worth deeper reading.