Article

Large Language Model–Generated Tutoring Responses Receive Higher Ratings but Are Penalized by Source-Based Evaluation Bias

2026-04-07

Abstract excerpt

<p>Large language models (LLMs) are increasingly positioned as scalable providers of individualized tutoring, yet their pedagogical quality and social reception in authentic K–12 instructional contexts remain understudied. We conducted a factorial experiment in which independent participant samples evaluated identical tutoring responses under different source framing conditions. Adults and K–12 educators evaluated...

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Literature Corpus work: 312c958b-0ad7-5622-afaf-bfe93aa9e8ce
DOI: 10.31234/osf.io/stek7_v1

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