A Prompt-Engineering Approach to Develop Scalable, Flexible, and Real-Time Hybrid Micro-Level Personalization in a General Purpose AI Teaching Assistant

• URL: http://arxiv.org/abs/2609.03402v1
• Date: Thu, 03 Sep 2026 06:01:47 GMT
• Title: A Prompt-Engineering Approach to Develop Scalable, Flexible, and Real-Time Hybrid Micro-Level Personalization in a General Purpose AI Teaching Assistant
• Abstract summary: This study presents a prompt-engineering-based framework for personalizing general-purpose LLM/RAG-based AI teaching assistants.<n>The framework adapts responses using six learner-specific dimensions: self-assessment, abstraction preference, verbosity preference, perceptual orientation, information processing style, and level of understanding.<n>Results show perceived differences in response style and structure across personalization conditions, with statistical analyses identifying learner attributes associated with measurable response changes.
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Artificial intelligence (AI) teaching assistants powered by large language models (LLMs) offer scalable educational support but often provide limited personalization. This study presents a prompt-engineering-based framework for personalizing general-purpose LLM/RAG-based AI teaching assistants such as Jill Watson across academic disciplines and courses. The framework adapts responses using six learner-specific dimensions: self-assessment, abstraction preference, verbosity preference, perceptual orientation, information processing style, and level of understanding, yielding 96 distinct learner profiles. Student queries are additionally analyzed using Bloom's Taxonomy to estimate cognitive complexity at the interaction level. Learner attributes and cognitive assessments are encoded in structured prompts that condition the LLM without requiring model retraining. The framework is evaluated through experiments using NLP metrics and a human study with five participants. Results show perceived differences in response style and structure across personalization conditions, with statistical analyses identifying learner attributes associated with measurable response changes. These findings provide preliminary evidence that prompt-based personalization can support adaptive behavior in LLM-powered educational agents.

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