Ilyasov, Bardelli, Torres & Keshtkar (2026) — St. John's University. The International FLAIRS Conference Proceedings, Vol. 39 No. 1 (Poster).
📄 DOI: 10.32473/flairs.39.1.141554
Codify (also called AI Tutor) is an intelligent-tutoring system that leverages LLMs, competency tracking, and adaptive assessment to provide Socratic, discovery-based programming education. Rather than giving direct answers, it guides students through dialogue designed to elicit their own reasoning.
System Architecture
The platform includes:- Conversational tutoring using Socratic methodology
- Automated practice generation adapting to student needs
- Competency modeling with topic-level mastery tracking
- Code analysis for evaluating student submissions
- Gamified engagement mechanisms for motivation
Students interact through a chat-based interface, and the system dynamically adjusts question difficulty and scaffolding based on real-time competency estimates. This approach aligns with research on knowledge tracing and adaptive-learning, though as a conference poster, empirical evaluation of learning outcomes is preliminary.
Positioning in the ITS Landscape
Codify represents the trend toward LLM-powered tutoring systems that combine conversational AI with structured pedagogical frameworks. Unlike AI feedback systems that provide targeted critique, Codify emphasizes discovery learning — a Socratic approach that connects to questions about metacognition and self-regulated-learning. Future work could benefit from incorporating findings from research on reasoning traces and metacognitive calibration, as the Socratic dialogue format may face similar challenges of inflating student confidence without improving performance.Related Pages
- correct-answer-trap-ai-tutor — 8 of 8 papers in May 28 scan
- intelligent-tutoring — Intelligent tutoring systems
- llm — Large language models in education
- knowledge-tracing-irt — Knowledge tracing and IRT
- adaptive-learning — Adaptive learning systems
- scaffolding — Instructional scaffolding
- metacognition — Metacognition in learning