Discerning minds or generic tutors? Evaluating instructional guidance capabilities in Socratic LLMs (2508.06583v1)

Abstract: The conversational capabilities of LLMs hold significant promise for enabling scalable and interactive tutoring. While prior research has primarily examined their capacity for Socratic questioning, it often overlooks a critical dimension: adaptively guiding learners based on their cognitive states. This study shifts focus from mere question generation to the broader instructional guidance capability. We ask: Can LLMs emulate expert tutors who dynamically adjust strategies in response to learners' understanding? To investigate this, we propose GuideEval, a benchmark grounded in authentic educational dialogues that evaluates pedagogical guidance through a three-phase behavioral framework: (1) Perception, inferring learner states; (2) Orchestration, adapting instructional strategies; and (3) Elicitation, stimulating proper reflections. Empirical findings reveal that existing LLMs frequently fail to provide effective adaptive scaffolding when learners exhibit confusion or require redirection. Furthermore, we introduce a behavior-guided finetuning strategy that leverages behavior-prompted instructional dialogues, significantly enhancing guidance performance. By shifting the focus from isolated content evaluation to learner-centered interaction, our work advocates a more dialogic paradigm for evaluating Socratic LLMs.