Reproducible macroscopic dynamics in a closed-loop human-AI learning system

Closed-loop human-AI systems generate high-dimensional behavioural trajectories whose collective dynamics remain obscure. Using 297,915 learners' adaptive-tutoring histories, we define semantic order variables before model fitting and test them in user-disjoint cohorts. The state exhibits reproducible basin-like flow and operationally defined, state-heterogeneous metastable-like kinetics. A construction-matched null distinguishes normalised-memory relaxation from a reproducible excess field. A four-term conditional mechanism recovers population drift (r = 0.946; learner-bootstrap 95% CI, 0.935-0.955). Predictive event-level self-supervised learning recovers the state and learned-plane flow; null-referenced corrections retain directional, partial-amplitude excess-field structure without full calibration. Shuffled-order training reverses learned-plane flow on ordered trajectories; support-alignment randomisation selectively reduces inward transport. Both axes remain linearly accessible without state supervision. Without cross-model fitting, the models share leading population drift (r = 0.866; learner-bootstrap 95% CI, 0.857-0.875) and persistence ordering; residual directions remain model-specific. These results identify an externally anchored leading-order effective field linking empirical dynamics, an interpretable mechanism and neural computation.

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

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 ($28.1\%$).

ProPACT: A Proactive AI-Driven Adaptive Collaborative Tutor for Pair Programming

Effective pair programming depends on coordination of attention, cognitive effort, and joint regulation over time, yet most adaptive learning systems remain individual-centric and reactive. This paper introduces ProPACT, a proactive AI-driven adaptive collaborative tutor that treats collaboration itself as the object of instruction. ProPACT constructs a multimodal dyadic learner model based on Joint Visual Attention (JVA), Joint Mental Effort (JME), and individual mental effort, and employs an XGBoost-based forecasting model to predict emerging suboptimal collaboration states up to 30 seconds in advance. These predictions drive a hierarchical adaptive policy that delivers minimally intrusive scaffolds while fading support during productive collaboration. A within-subject study with 26 pair-programming dyads shows that proactive feedback significantly improves debugging success, task efficiency, feedback uptake, and post-intervention gains in JVA and JME, demonstrating the potential of forecast-driven dyadic adaptivity for real-time collaborative learning regulation.