With the rapid advancement of artificial intelligence (AI) in various domains, the education sector is set for transformation. The potential of AI-driven tools in enhancing the learning experience, especially in programming, is immense. However, the scientific evaluation of Large Language Models (LLMs) used in Automated Programming Assessment Systems (APASs) as an AI-Tutor remains largely unexplored. Therefore, there is a need to understand how students interact with such AI-Tutors and to analyze their experiences. In this paper, we conducted an exploratory case study by integrating the GPT-3.5-Turbo model as an AI-Tutor within the APAS Artemis. Through a combination of empirical data collection and an exploratory survey, we identified different user types based on their interaction patterns with the AI-Tutor. Additionally, the findings highlight advantages, such as timely feedback and scalability. However, challenges like generic responses and students' concerns about a learning progress inhibition when using the AI-Tutor were also evident. This research adds to the discourse on AI's role in education.
Developing a Tutoring Dialog Dataset to Optimize LLMs for Educational Use
Graduate School of Information Science and Electrical Engineering（信息科学与电气工程研究生院）；Kyushu University（九州大学）；Faculty of Information Science and Electrical Engineering（信息科学与电气工程学部）
Teachy Mini: Development and Preliminary Evaluation of a Knowledge-Based Generative Social Robot for Higher Education
Institute of Information Systems, Zurich University of Applied Sciences（苏黎世应用科学大学信息系统研究所）；Center for Cognitive Interaction Technology, Bielefeld University（比勒费尔德大学认知交互技术中心）
Problems With Large Language Models for Learner Modelling: Why LLMs Alone Fall Short for Responsible Tutoring in K--12 Education
School of Digital Technologies（数字技术学院）；Tallinn University（塔林大学）；Faculty of Information Technology（信息技术学院）；University of Jyväskylä（耶夫斯凯利亚大学）；Department of Computer Science and Engineering（计算机科学与工程系）；Gangneung-Wonju National University（江原-Wonju国立大学）；Czech Technical University（捷克技术大学）；University College London（伦敦大学学院）；School of Modeling Simulation and Training（建模模拟与培训学院）；University of Central Florida（中央佛罗里达大学）
Knowledge-Based Design Requirements for Generative Social Robots in Higher Education
Zurich University of Applied Sciences（应用科学大学苏黎世）；University of Applied Sciences and Arts Northwestern Switzerland（西北瑞士应用科学与艺术大学）；Bielefeld University（比勒菲尔德大学）
Leveraging Large Language Model and Story-Based Gamification in Intelligent Tutoring System to Scaffold Introductory Programming Courses: A Design-Based Research Study
One Size doesn't Fit All: A Personalized Conversational Tutoring Agent for Mathematics Instruction
School of Computer Science, Wuhan University（武汉大学计算机学院）；DAMO Academy, Alibaba Group（阿里巴巴达摩院）；College of Computer and Cyber Security, Hebei Normal University（河北师范大学计算机与网络空间安全学院）
针对数学教学中学习者差异被忽视的问题，本文提出 PACE 个性化对话辅导智能体，结合学习风格画像、苏格拉底式反馈与个性化训练，提升教学适应性和学习效果。
SPL: A Socratic Playground for Learning Powered by Large Language Model
Institute for Intelligent Systems, University of Memphis（孟菲斯大学智能系统研究所）；University of Memphis（孟菲斯大学）；School of Computer Science, Carnegie Mellon University（卡内基梅隆大学计算机科学学院）；School of Psychology, Shaanxi Normal University（陕西师范大学心理学院）；School of Psychology, Central China Normal University（华中师范大学心理学院）；Department of Applied Social Sciences, Hong Kong Polytechnic University（香港理工大学应用社会科学系）
Beyond Helpfulness: A Teaching-over-Solving Diagnostic for Measuring Educational Impact in LLM Tutors
Washington University in St. Louis（圣路易斯华盛顿大学）；Department of Operations Research and Engineering Management, Southern Methodist University（南卫理公会大学运筹学与工程管理系）
The Grainger College of Engineering, Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, 205 N Matthews, Urbana, IL 61801（伊利诺伊大学厄巴纳-香槟分校格拉inger工程学院，土木与环境工程系）
How Real Is AI Tutoring? Comparing Simulated and Human Dialogues in One-on-One Instruction
Shanghai Institute of Artificial Intelligence for Education, East China Normal University（华东师范大学上海人工智能教育研究院）；Lab of Artificial Intelligence for Education, East China Normal University（华东师范大学人工智能教育实验室）
Integrating LLMs in Software Engineering Education: Motivators, Demotivators, and a Roadmap Towards a Framework for Finnish Higher Education Institutes
