Students increasingly use LLMs as tutors for coursework and problem solving. Little is known about the level of assistance LLMs provide when students use them as tutors in authentic learning interactions. This matters because tutoring responses can differ substantially in how directly they help students complete a task. We operationalize this dimension as scaffolding level and develop a five-level scale, validated against human annotations, that characterizes responses according to the degree of direct assistance they provide. We apply the scale to 14,637 LLM responses from 203 students in a university AI course. Responses are overwhelmingly concentrated at high levels of assistance, with more than 95% classified as either Explaining or Solving. Scaffolding level is systematically associated with students'subsequent conversational behavior, but provides little additional predictive information about performance on three subsequent exams beyond prior achievement and dialogue behavior. These findings provide an empirical baseline for LLM assistance in tutoring interactions and a measurement framework for evaluating how alternative tutoring designs change that assistance.
Suhyeon Lee, Juneha Baek, Jaehyeong Park et al.· 0 citations
Users articulate the same advice-seeking request in different ways: some specify detailed constraints, others gesture at a vague need. Prior work treats this variation as noise to be averaged away; we instead treat it as a stable, measurable structure in the input distribution. We ask whether articulation (how people ask) forms latent dimensions separable from topic (what they ask about), and whether it is associated with how language models respond. We extract interpretable features from 16,447 advice-seeking prompts pooled from public chat corpora (WildChat, LMSYS, and ShareChat) and recover a small set of latent articulation factors that replicate across train/test splits and across corpora. Because this structure is largely separable from topic, the populations it defines cut across topics and stay invisible to topic- or task-based evaluation. The factors define a handful of recurring articulation styles, one of which stands out: a long-form but information-poor style, roughly one in six prompts in the largest corpus, where models return shorter, vaguer answers and do not ask for clarification even though under-specification is exactly the condition that warrants it. The contrast holds within every topic group and length quintile, and is not under-specification alone -- a second, equally under-specified style does draw clarifying questions. Two independent human annotators reproduce this contrast. We argue that benchmarks should stratify on articulation, and we offer the extracted structure as a measurement instrument for doing so.