From Content Generation to Learning Support: Pedagogy-Guided Generative Video Tutors for STEM Learning

Abstract:Generative AI enables scalable production of educational videos, but current systems largely focus on producing visually coherent content rather than supporting learning. As a result, generated videos often lack explicit pedagogical structure, reliable quality control, and mechanisms for assessing learner understanding or addressing misconceptions. In this work, we introduce PIVOT (Pedagogy-guided Instructional VideO Tutoring), a generative video tutoring framework for STEM learning via learning-centered instructional support.1 Inspired by conventional teaching workflows, our framework integrates pedagogy into the full generation pipeline: it first uses instructional principles to guide storyboard generation, then produces verified multimodal videos through code-centric generation and a pedagogical verification harness, and finally connects videos with assessment and misconception-aware remediation. Experiments and expert evaluations across four STEM domains show that our framework produces educational videos with pedagogically aligned content, clear and engaging presentation, coherent instructional flow, and perceived effectiveness for learning. These findings suggest a human-centered perspective on educational content generation: generative systems should be evaluated and designed not only by what they produce, but also by how they support teaching practices, learner understanding, and corrective feedback.

Computation and Language (cs.CL); Artificial Intelligence (cs.AI); Computers and Society (cs.CY)

arXiv:2609.24083 [cs.CL]

(or arXiv:2609.24083v1 [cs.CL] for this version)

https://doi.org/10.48550/arXiv.2609.24083 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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