# Training Turn-by-Turn Verifiers for Dialogue Tutoring Agents: The Curious Case of LLMs as Your Coding Tutors

arXiv: https://arxiv.org/abs/2502.13311 · HTML: https://mlsanity.com/paper/2502.13311/

## Key facts

- Cited by 20 papers in the map (data through 14 Oct 2026).
- Placed in Educational agents and math problem solving, one of 16 directions in LLM agents and tool use.
- Builds on 29 of its 59 references that are in the map.
- First posted on arXiv 18 Feb 2025.

## Placed in

- LLM agents and tool use / [Educational agents and math problem solving](https://mlsanity.com/agents/educational-agents-and-math-problem-solving/)

## Builds on (most cited first, 29 of 29)

- [The Llama 3 Herd of Models](https://mlsanity.com/paper/2407.21783/) (2024)
- [LoRA: Low-Rank Adaptation of Large Language Models](https://mlsanity.com/paper/2106.09685/) (2021)
- [Let's Verify Step by Step](https://mlsanity.com/paper/2305.20050/) (2023)
- [Program Synthesis with Large Language Models](https://mlsanity.com/paper/2108.07732/) (2021)
- [Self-Refine: Iterative Refinement with Self-Feedback](https://mlsanity.com/paper/2303.17651/) (2023)
- [SWE-bench: Can Language Models Resolve Real-World GitHub Issues?](https://mlsanity.com/paper/2310.06770/) (2023)
- [Math-Shepherd: Verify and Reinforce LLMs Step-by-step without Human Annotations](https://mlsanity.com/paper/2312.08935/) (2023)
- [Plug and Play Language Models: A Simple Approach to Controlled Text Generation](https://mlsanity.com/paper/1912.02164/) (2019)
- [Training Software Engineering Agents and Verifiers with SWE-Gym](https://mlsanity.com/paper/2412.21139/) (2024)
- [MINT: Evaluating LLMs in Multi-turn Interaction with Tools and Language Feedback](https://mlsanity.com/paper/2309.10691/) (2023)
- [Making Large Language Models Better Reasoners with Step-Aware Verifier](https://mlsanity.com/paper/2206.02336/) (2022)
- [MathDial: A Dialogue Tutoring Dataset with Rich Pedagogical Properties Grounded in Math Reasoning Problems](https://mlsanity.com/paper/2305.14536/) (2023)
- [EduChat: A Large-Scale Language Model-based Chatbot System for Intelligent Education](https://mlsanity.com/paper/2308.02773/) (2023)
- [Bridging the Novice-Expert Gap via Models of Decision-Making: A Case Study on Remediating Math Mistakes](https://mlsanity.com/paper/2310.10648/) (2023)
- [Exploring Knowledge Tracing in Tutor-Student Dialogues using LLMs](https://mlsanity.com/paper/2409.16490/) (2024)
- [The NCTE Transcripts: A Dataset of Elementary Math Classroom Transcripts](https://mlsanity.com/paper/2211.11772/) (2022)
- [Stepwise Verification and Remediation of Student Reasoning Errors with Large Language Model Tutors](https://mlsanity.com/paper/2407.09136/) (2024)
- [Teach AI How to Code: Using Large Language Models as Teachable Agents for Programming Education](https://mlsanity.com/paper/2309.14534/) (2023)
- [EvoCodeBench: An Evolving Code Generation Benchmark with Domain-Specific Evaluations](https://mlsanity.com/paper/2410.22821/) (2024)
- [PPL-MCTS: Constrained Textual Generation Through Discriminator-Guided MCTS Decoding](https://mlsanity.com/paper/2109.13582/) (2021)
- [Target-oriented Proactive Dialogue Systems with Personalization: Problem Formulation and Dataset Curation](https://mlsanity.com/paper/2310.07397/) (2023)
- [Towards Process-Oriented, Modular, and Versatile Question Generation that Meets Educational Needs](https://mlsanity.com/paper/2205.00355/) (2022)
- [From MOOC to MAIC: Reshaping Online Teaching and Learning through LLM-driven Agents](https://mlsanity.com/paper/2409.03512/) (2024)
- [Instruct, Not Assist: LLM-based Multi-Turn Planning and Hierarchical Questioning for Socratic Code Debugging](https://mlsanity.com/paper/2406.11709/) (2024)
- [Scaffolding Language Learning via Multi-modal Tutoring Systems with Pedagogical Instructions](https://mlsanity.com/paper/2404.03429/) (2024)
- [Toward In-Context Teaching: Adapting Examples to Students' Misconceptions](https://mlsanity.com/paper/2405.04495/) (2024)
- [Towards Goal-oriented Intelligent Tutoring Systems in Online Education](https://mlsanity.com/paper/2312.10053/) (2023)
- [Leveraging Large Language Models for Concept Graph Recovery and Question Answering in NLP Education](https://mlsanity.com/paper/2402.14293/) (2024)
- [Boosting Scientific Concepts Understanding: Can Analogy from Teacher Models Empower Student Models?](https://mlsanity.com/paper/2406.11375/) (2024)

## Built on by (most cited first, 20 of 20)

- [From LLM Reasoning to Autonomous AI Agents: A Comprehensive Review](https://mlsanity.com/paper/2504.19678/) (2025)
- [LLM Agents for Education: Advances and Applications](https://mlsanity.com/paper/2503.11733/) (2025)
- [A Survey of LLM-Driven AI Agent Communication: Protocols, Security Risks, and Defense Countermeasures](https://mlsanity.com/paper/2506.19676/) (2025)
- [Vibe Coding vs. Agentic Coding: Fundamentals and Practical Implications of Agentic AI](https://mlsanity.com/paper/2505.19443/) (2025)
- [Learning to Make MISTAKEs: Modeling Incorrect Student Thinking And Key Errors](https://mlsanity.com/paper/2510.11502/) (2025)
- [Simulated Students in Tutoring Dialogues: Substance or Illusion?](https://mlsanity.com/paper/2601.04025/) (2026)
- [Communication and Verification in LLM Agents towards Collaboration under Information Asymmetry](https://mlsanity.com/paper/2510.25595/) (2025)
- [Teaching According to Students' Aptitude: Personalized Mathematics Tutoring via Persona-, Memory-, and Forgetting-Aware LLMs](https://mlsanity.com/paper/2511.15163/) (2025)
- [Who Am I? History-Aware Profiles for Student Simulation in Tutoring Dialogues](https://mlsanity.com/paper/2605.30051/) (2026)
- [Interpretable Difficulty-Aware Knowledge Tracing in Tutor-Student Dialogues](https://mlsanity.com/paper/2605.01097/) (2026)
- [Proactive Service Agents: A Unified Decision Framework, Methods, and Evaluation](https://mlsanity.com/paper/2609.03727/) (2026)
- [In-Place Feedback: Reliable Refinement for Multi-Turn Expert-LLM Collaboration](https://mlsanity.com/paper/2510.00777/) (2025)
- [Designing and Evaluating Chain-of-Hints for Scientific Question Answering](https://mlsanity.com/paper/2510.21087/) (2025)
- [Large Language Models Approach Expert Pedagogical Quality in Math Tutoring but Differ in Instructional and Linguistic Profiles](https://mlsanity.com/paper/2512.20780/) (2025)
- [Chatbot-Based Assessment of Code Understanding in Automated Programming Assessment Systems](https://mlsanity.com/paper/2604.07304/) (2026)
- [Agentic AI Ecosystems in Higher Education: A Perspective on AI Agents to Emerging Inclusive, Agentic Multi-Agent AI Framework for Learning, Teaching and Institutional Intelligence](https://mlsanity.com/paper/2605.14266/) (2026)
- [Incentives Of EdTech: A Systematic Review Of EduNLP Research](https://mlsanity.com/paper/2606.13691/) (2026)
- [DICE: Decoupling Capability from Intervention Necessity in LLM Tutoring](https://mlsanity.com/paper/2610.04825/) (2026)
- [SocraticRepair: Planning-Guided Socratic Tutoring for Program Debugging and Misconception Repair](https://mlsanity.com/paper/2610.15204/) (2026)
- [Do LLM Tutors Actually Teach? A Process-Centered Synthesis of the Tutoring Loop](https://mlsanity.com/paper/2610.15692/) (2026)

## Abstract (arXiv)

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized knowledge in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students towards completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our approach can be extended beyond coding, providing valuable insights into advancing tutoring agents for human task learning.