CourseBlueprint: A Structured Pipeline for Adaptive Pedagogical Video Generation Grounded in Course Corpora

Abstract

Generative text-to-video systems can produce visually fluent educational clips, but they rarely encode the pedagogical content knowledge (PCK) needed for effective instruction, including prerequisite-aware sequencing, learner-adaptive depth, and sustained cognitive engagement. We present CourseBlueprint, a course-grounded pipeline for adaptive pedagogical video generation. Given a topic and learner persona, the system generates a structured teaching blueprint in a single forward pass over an undergraduate biomedical-imaging corpus (BMED 2300; twenty-three lectures, 1,116 slides). Instead of ad-hoc prompt chaining, the pipeline uses typed intermediate representations with validation: a scaffolding module builds a stage-labeled prerequisite concept graph with deterministic cycle removal, an adaptive controller assigns per-concept style specifications, and an engagement generator produces narration following a fixed hook->retrieval->core->analogy->forward contract. A deterministic slide-image override further grounds the rendered video by reusing instructor slides whenever retrieval confidence is high. We also release a reusable benchmark corpus and an evaluation harness combining repeated LLM-judge scoring with regex-grounded objective metrics. In a five-topic ablation, removing the engagement contract reduces the engagement score from 5.00 to 1.20, the adaptive score from 4.80 to 3.40, Flesch readability from 38.0 to 19.8, and analogy and retrieval-prompt counts to near zero. The slide-image override converts a 0/9 corpus-grounding failure into 9/10 successful slide matches on the same topic. These results show that pedagogical video quality depends less on surface fluency than on explicit, typed instructional contracts that make scaffolding, adaptation, engagement, and grounding auditable.