Reflective Dialogue or Prompt Refinement? Effects of Tutor Scaffolding on Students' Independent LLM Use for Programming

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arXiv:2607.03303v1 Announce Type: new Abstract: While Large Language Models (LLMs) can provide personalized support in learning, several studies have raised concerns regarding their use in education. Importantly, learning depends on how students engage with LLMs. This study examined how two types of LLM-based tutors shape students' prompting practices, learning, and subsequent LLM-use: a Socratic-Guidance (SG) tutor, which structures interaction through dialogic questioning, and a Prompt-Refine