pedagogical theory

Pedagogy-grounded prompts improved DeepSeek-generated lesson plans, but classroom learning was not tested

Yinan Lu, Weinuo Li, Yue Cai

Systems

A 150-plan experiment found that theory-grounded, multi-stage prompts improved the structural coverage and rubric quality of DeepSeek-generated Computer Networks lesson plans. The study compared generated artifacts rather than classroom use, teacher workload or student learning, so its evidence supports a planning workflow rather than an impact claim.