Researchers at Drexel University tried to make language models act like students with different levels of algebra knowledge. But simply telling them to
"answer like a struggling student" wasn't enough to make them play the role convincingly.The issue is that the model already knows the correct answer and struggles to suppress its own capabilities. So the authors split the task into two stages: first, a separate algorithm models what a student knows and where they are likely to make mistakes; then, an LLM explains the student's answer. This produced more plausible performance differences: the "near-expert" student scored 85.2% accuracy, the average student 57.8%, and the struggling student 44.1%.
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