{
  "id": 1006,
  "url": "https://arxiv.org/abs/2606.15766v1",
  "title": "Rethinking Scaffolding in LLM Tutors: The Interactional Mismatch Between Benchmarks and Real-World Deployments",
  "summary": "A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution. Alignment and evaluation methods for embedding scaffolding behaviour into chatbots, however, rest on an implicit assumption: that students will take up the scaffolding and engage in the conversation. To examine whether this assumption holds, we introduce an evaluation pipeline around two metrics - Chatbot Scaffolding and Student Uptake - and apply them across n",
  "authors": "Alexandra Neagu, Jeffrey T. H. Wong, Marcus Messer, Rhodri Nelson, Peter B. Johnson",
  "category": "research",
  "topics": "safety-alignment,children-education",
  "orgs": null,
  "regions": null,
  "published_at": "2026-06-14T12:05:49.000Z",
  "fetched_at": "2026-07-14T14:14:59.012Z",
  "source_slug": "arxiv-ethics",
  "source_name": "arXiv",
  "source_homepage": "https://arxiv.org",
  "ethics_ai_record_url": "https://ethics.ai/record/1006",
  "original_url": "https://arxiv.org/abs/2606.15766v1",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}