From Tool to Teammate: LLM Coding Agents as Collaborative Partners for Behavioral Labeling in Educational Dialogue Analysis

Abstract

Behavioral analysis of tutoring dialogues is essential for understanding student learning, yet manual coding remains a bottleneck. We present a methodology where LLM coding agents autonomously improve the prompts used by LLM classifiers to label educational dialogues. In each iteration, a coding agent runs the classifier against human-labeled validation data, analyzes disagreements, and proposes theory-grounded prompt modifications for researcher review. Applying this approach to 659 AI tutoring sessions across four experiments with three agents and three classifiers, 4-fold cross-validation on held-out data confirmed genuine improvement: the best agent achieved test $\kappa=0.78$ (SD$=0.08$), matching human inter-rater reliability ($\kappa=0.78$), at a cost of approximately \$5--8 per agent. While development-set performance reached $\kappa=0.91$--$0.93$, the cross-validated results represent our primary generalization claim. The iterative process also surfaced an undocumented labeling pattern: human coders consistently treated expressions of confusion as engagement rather than disengagement. Continued iteration beyond the optimum led to regression, underscoring the need for held-out validation. We release all prompts, iteration logs, and data.