learning dashboard

An eliciting LLM dashboard prompted more reflective dialogue and showed a trend toward stronger learning-judgment calibration

Laura Graf, Patrick Bassner, Maximilian Anzinger, Felix Dietrich, Stephan Krusche, Oleksandra Poquet

Education and Information Technologies

A five-week exploratory study with 30 computer-science students compared no agent, a telling LLM agent and an eliciting agent inside a learning dashboard. The eliciting condition produced more reflective messages and showed descriptive trends toward clearer relationships between self-judgments and mastery estimates, but the study did not test achievement gains.