AI Assistants Overassist

arXiv:2607.21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too frequently may hinder true learning and cognitive engagement. Yet how AI systems navigate intervention decisions during problem-solving remains poorly understood. Here, we introduce Int-Bench, a simulation-based benchmark for evaluating LLM interventions during learning. Int-Bench simulates a "student" solving a problem while a "teacher" monitors the student's reasoning and decides whether, when, and how to intervene. Across three domains--code debugging, mathematics, and brain teasers--we evaluate LLM teachers on the frequency and timing of interventions, as well as their impact on both immediate task success and generalization to new problems. We also compare LLMs to humans, finding that LLMs intervene more frequently and earlier than humans. Moreover, in contrast to humans, they tend to provide complete solutions rather than targeted hints. These findings suggest that current LLM assistants often optimize for short-term success rather than supporting the reasoning processes needed for deeper learning and long-term success.

Abstract:Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too frequently may hinder true learning and cognitive engagement. Yet how AI systems navigate intervention decisions during problem-solving remains poorly understood. Here, we introduce Int-Bench, a simulation-based benchmark for evaluating LLM interventions during learning. Int-Bench simulates a "student" solving a problem while a "teacher" monitors the student's reasoning and decides whether, when, and how to intervene. Across three domains--code debugging, mathematics, and brain teasers--we evaluate LLM teachers on the frequency and timing of interventions, as well as their impact on both immediate task success and generalization to new problems. We also compare LLMs to humans, finding that LLMs intervene more frequently and earlier than humans. Moreover, in contrast to humans, they tend to provide complete solutions rather than targeted hints. These findings suggest that current LLM assistants often optimize for short-term success rather than supporting the reasoning processes needed for deeper learning and long-term success.

Machine Learning (cs.LG); Artificial Intelligence (cs.AI); Computation and Language (cs.CL); Computers and Society (cs.CY); Human-Computer Interaction (cs.HC)

arXiv:2607.21306 [cs.LG]

(or arXiv:2607.21306v1 [cs.LG] for this version)

https://doi.org/10.48550/arXiv.2607.21306 arXiv-issued DOI via DataCite (pending registration)

aiqbench analysis

AI Assistants Overassist

Related coverage