SPL: A Socratic Playground for Learning Powered by Large Language Model

TL;DR

This paper introduces SPL, a dialogue-based Intelligent Tutoring System powered by GPT-4, using Socratic methods to promote critical thinking and personalized learning, demonstrating promising initial results in essay writing tasks.

Contribution

The paper presents a novel LLM-powered Socratic tutoring system that employs extensive prompt engineering to generate adaptive, multi-turn educational dialogues for critical thinking development.

Findings

SPL can generate specific learning scenarios effectively.

Pilot tests show SPL improves tutoring interactions.

SPL enhances dialogue-based ITS functionalities.

Abstract

Dialogue-based Intelligent Tutoring Systems (ITSs) have significantly advanced adaptive and personalized learning by automating sophisticated human tutoring strategies within interactive dialogues. However, replicating the nuanced patterns of expert human communication remains a challenge in Natural Language Processing (NLP). Recent advancements in NLP, particularly Large Language Models (LLMs) such as OpenAI's GPT-4, offer promising solutions by providing human-like and context-aware responses based on extensive pre-trained knowledge. Motivated by the effectiveness of LLMs in various educational tasks (e.g., content creation and summarization, problem-solving, and automated feedback provision), our study introduces the Socratic Playground for Learning (SPL), a dialogue-based ITS powered by the GPT-4 model, which employs the Socratic teaching method to foster critical thinking among learners. Through extensive prompt engineering, SPL can generate specific learning scenarios and facilitates efficient multi-turn tutoring dialogues. The SPL system aims to enhance personalized and adaptive learning experiences tailored to individual needs, specifically focusing on improving critical thinking skills. Our pilot experimental results from essay writing tasks demonstrate SPL has the potential to improve tutoring interactions and further enhance dialogue-based ITS functionalities. Our study, exemplified by SPL, demonstrates how LLMs enhance dialogue-based ITSs and expand the accessibility and efficacy of educational technologies.