Toward Teacher-Driven Authoring of Educational Chatbots: A Structured Configuration Approach Based on SPARK_AI

11th International Scientific Conference Technics, Informatics and Education – TIE 2026, (pp. 44-50)

 

АУТОР(И) / AUTHOR(S): Marija Kaplar , Sebastijan Kaplar

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DOI: https://doi.org/10.46793/TIE26.044K

САЖЕТАК /ABSTRACT:

Large language model-based educational chatbots are increasingly used to support learning, yet the ways in which their pedagogical behavior is specified remain insufficiently structured from a teacher-centered perspective. This paper presents a concept built on SPARK_AI (Socratic–Polya Adaptive Reasoning Kit), a stateful adaptive architecture for AI-supported learning, to enable teacher-driven authoring of educational chatbots. The main idea is to allow teachers to configure a chatbot through a structured specification form, without requiring prompt-writing or programming skills. Instead of manually composing prompts, teachers define key pedagogical dimensions such as guidance mode (step-by-step support, direct answer, or solution followed by explanation), instructional methodology, level of reflection, practical contextualization, and support escalation policy, including the number and type of hints provided before revealing a solution. These inputs are transformed into a structured pedagogical profile, which is then used to generate the chatbots behavioral configuration within the SPARK_AI system. In this way, the proposed approach translates teacher intent into consistent, reusable, and adaptable chatbot behavior. The paper positions this idea as a step toward more transparent, teacher-centered, and configurable AI-supported learning environments, in which domain experts can shape chatbot behavior in accordance with their own educational goals and teaching strategies.

КЉУЧНЕ РЕЧИ / KEYWORDS: 

SPARK_AI; stateful adaptive architecture, educational chatbots, teacher-driven chatbot design, adaptive tutoring systems, AI-supported learning

 ПРОЈЕКАТ / ACKNOWLEDGEMENT:

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